Toyohashi University of Technology,
Institute for Global Network Innovation in Technology
Education

News from QC（Vol.10 2014/12/8）

8Reports

Activity Report vol. 5–Teaching in English & Academic English Supporting Class–
Junji Sasano, Toyohashi University of Technology
In the fall semester, we took special courses aiming at improving skills of teaching in English,
which were named Teaching in English (TiE) & Academic Language Support Course (ALS).
These courses were specially designed for this program. Since this was the first attempt not
only for us but also for the teachers of QC, the contents and effects of the course were
unpredictable at the beginning. Both courses were conducted on Friday: ALS ran from 11:00 am
to 2:00 pm (including half-hour lunch break) and TiE ran from 3:00 pm to 5:00 pm.
At first, I’d like to explain the activity we did in ALS. This course had started on Oct. 10th, andconsisted of five Communication Workshops and two Reading/Writing Workshops.
In the Communication Workshops, we practiced the basics of pronunciation such as
distinguishing R and L sounds, which is difficult for Japanese, and schwa sounds. The teacher
told that there are 17 vowel sounds. Although the practice was quite basic, I learned a lot fromthis course. This is because I had experienced many times in the past few months that I was
not able to make myself understood or understand what someone were talking due to myincorrect understanding of pronunciations. Therefore, practicing correct pronunciations in thiscourse seemed to improve not only my speaking skills but also listening skills. Moreover, wegave 15-minute presentations about our specialized fields; then, the teacher corrected our
pronunciations of technical terms and grammatical errors. In addition, we learned idioms andbasics of prepositions.
In Reading/Writing Workshops, we mainly practiced reading and summarizing some articles,
and finding grammatical errors from some sentences, training difficult vocabularies. Though I
didn’t know more than half of the words in the materials on vocabulary, they were at a highschool level according to the teacher; therefore, I realized that I had a long way to go forbuilding strong vocabulary.
On the other hand, TiE was conducted by fiveteachers. Some of them belonged to CenterforTeaching&

Learning,

and

their

specialized fields covered broad area such as
psychology, linguistics, biology, instruction
technology and physics. All information
concerning

thiscourse,includingthesyllabus, assignments, opinion exchangeusing discussion board, etc., was integrated
on its web site created using Google Sites.

A picture of myself giving a presentation in

Before starting this course a survey on our

the class of ALS.

9

interests was performed.
The 1st class of TiE began by making the
introductions of the teachers and ourselves,
and then the results of the survey wereshared and we discussed what to do in thecourse. Since I had expected from the nameof this course, Teaching in English, that it
would

be

some

kinds

of

training

onpresentation skills, I had almost no idea todiscuss; therefore, the 1st class was finishedwithout contributing so much. Later I heardthat the teachers were also upset because thediscussion didn’t become lively.

Screenshots of the web site of TiE:
assignments (left) and discussion board(right).

Before the 2nd class, we got two assignments. One was reading an article about the discussion
whether English is a Lingua Franca or not and considering our opinions about it, and the otherwas watching a movie on how to set the learning goals and considering the learning goals of ourown courses. Actually, I had no doubt that English is a Lingua Franca, so I didn’t know what todiscuss about it.
In the 3rd to 5th classes we learned and practiced in-class technology using the Internet.
Especially, I thought collaboration work by sharing Google Apps, which allows simultaneous
editing by multiple users, was quite useful if we use it adequately. Moreover, an web-basedlearning management system (LMS) named Blackboard is used in QC. It is really powerfulsystem if we make full use of it because it is equipped with results management function andplagiarism checker as well as giving and receiving assignments. Actually we had an
assignment to make web sites assuming our own courses; then, we showed them in the class.
In the 6th class a lecturer invited from Department of Drama, Theatre & Dance taught us thepresence in class and she thoroughly checked our behaviors during presentation. After checking theimportant points for in-class presence such as voice projection, eye contact and avoiding distractive
gestures, she gave us very critical and strict comments; however, I seemed to become her favorite
student, and she praised me for my presentation and even my voice. The class matched what I had
expected as a course for training presentation skills, so I thought it was quite an effective class.
In the 7th class three teachers who had experiences of working abroad were invited and show theircross-cultural experiences.
In the 8th class Prof. Steven Schwarz explained the Writing-Intensive Courses in QC. In the
curriculum all courses are designed to improve the skills of writing scientific documents sincelacking in writing ability of students in proper English is increasing problem even in U.S. nowadays.
Moreover, we learned several tips for academic writing.
In the 9th to 11th classes we learned methods and examples to enhance study efficiency of students.
Firstly, we learned causes of misconception which often arises when students are exposed to new10

scientific concepts.
Secondly, after watching a movie on active learning, which enhances profound understandings, we
discussed about that. The movie showed some groups of students cooperating to solve a problem inphysics. The instructor in the movie was able to know the percentage of the groups answeringcorrectly in real-time through the network, and he shared the information to the students. We could
see that the percentage increased quickly. This is because some students in each group who had
understood well were explaining to the other students, leading to the increase in the depth ofunderstanding. It was described in the movie that smart students who had understood the concept
recently could be better instructors than the professors who perfectly mastered it long ago because
those students knew also the difficult points of the problem to learn.

Thirdly, a lecture style which is effective not only for active learning but also for normal
lectures was introduced. Traditional approach was transferring scientific concepts in class andrevising with homework after class. However, the new approach shown here consisted oftransferring scientific concepts before class, practicing and feedback of the knowledge in classby dialogue between the teacher and the students, and further exploration after class. Since
most of the courses in QC are conducted twice a week, some teachers think that repeating thislearning cycle leads to effective learning of students.
Fourthly, we learned importance of encouraging students’ motivation. Motivation can be
categorized into intrinsic motivation and extrinsic motivation. The former is the motivationthat students are holding in their minds, such as the interest in mastering the subjects, and thelatter is that caused from external effects such as desire for good grades or good jobs, andparental pressures. Teachers could control the extrinsic motivations fairly well; however, it isimportant to enhance the intrinsic motivations for deeper understanding. We learned that
there are four important points to enhance intrinsic motivations: problems should be hard but
not too hard (Competent); students want to have some choice, and then they are willing to dothat (Autonomy); students want to know what the subjects are good for (Purpose); students arestrongly motivated by being part of a community and contributing and sharing with thecommunity (Community). Related to the fourth point, it was impressive that a teacher said that
she used the word “team” instead of “group” since students of U.S. tends to dislike this word.
Finally, we learned about Formative Assessment and Summative Assessment. Both areassessments to figure out students’ levels of
understanding. The former is assessments tomonitor students’ learning by such as simple
questions or quizzes during classes, and thelatterisassessments

toevaluate

theircomprehension such as midterm or final
exams. Especially, we learned about Rubrics
as

the

tools

understanding

toandmonitortostudents’

increasethe11

A picture of the class of TiE.

transparency of teachers’ evaluation. Rubrics aretheevaluation

evaluation

for

tools

in

which

assignments

arecriteria

ofexplicitly

described. Teachers can make objective andquantitative evaluation easily using rubrics.
Moreover, returning rubrics to students after
evaluation is known to lead to good effects on
students’ learning because they can understand
why they got the grades or what to do for further

Discussion during my final presentation.

improvement. In the class, the teachers showed us some rubrics actually used in their courses
and explained how to use them; then, we discussed about that.
In the 12th class, as a summary of the course we did an activity that we considered ourrecommendation for the participants of the program next year and shared the ideas. Moreover,
we posted our opinions and ideas for improvement of this program on the discussion board on
the web-site, and we conducted opinion exchange with QC teachers.
In the final class we gave 20-minute presentations accompanied with QC teachers related tothis program and teachers from Toyohashi Tech (Prof. Inoue, Prof. Shibata, Dr. Takagi and Dr.
Sasao). We were allowed to choose any topics we wanted, so I decided to introduce my researchwhich had been progressed based on the discussion with my students in Japan using Skype.
The title of my talk was “Photo-assisted anodic electrodeposition of tungsten oxide films forelectrochromic applications.” I was able to give my presentation in a more relaxed state of mind
than I did in Japan half a year ago. I’d like to think this was because I gained confidence in myspeaking skills in English by the half-year experiences in U.S.
I have been described the detail of the special courses aiming at improving skills of teaching in
English. All the teachers of QC were very kind and supportive. Especially, the teachers of TiEoccasionally invited us for lunch or dinner and to go see plays or sports games, etc. Therefore, I
appreciate them all giving us chances to build personal relationships. Since this time was thefirst attempt of the program and the contents was developed by trial and error, I felt the courseof TiE was different from what I had expected in the beginning. However, after taking thewhole course, I felt that the course encompassed a lot of useful information for education not
only in English but also in Japanese. Based on the opinions of the participants of this time, thecourse will be improved to be more useful one.

12

Origami Event at the Summit
Tsutomu Iwashita, National Institute of Technology, Ariake College
accepted.

Because I organized “Origami Event” at the

After

that,

we

boughtneededSummit, which is a resident hall in QC, on

materials and hung up flyers. She was very

December 3rd, I’m writing about activities in

helpful, so I understood why she was a RA.
Actually, the number of the participants was

the Summit.
I was a little surprised to see a lot of grouponly 6 QC students in total aside from

activities taking place at the Summit because I

Japanese teachers, but we enjoyed making

was under the impression that American

Origami very much. Also, I was able to learn

students were individualistic and independent

not only how RAs work on planning activities

before arriving here. I think I had a little too

but also how the faculty and RAs manage themuch stereotyped image of them. The Summit

Summit. Finally, I’d like thank Dina, Junji andwas built in 2009. The reasons that QC has theToru for their help in organizing the Origami

residence hall are to develop the sense of

event.

communityandsocialresponsibility,

relationships with a diverse population ofpeople, leadership and so on. I think theconcept is similar to that in our dormitories.
There are 11 RAs (Resident Assistants) in theSummit and they have a lot of responsibilities.
On the other hand, they are given a rent-free
private room. That’s a great privilege here.
That’s why there are around 100 applicants for
11 RAs every year. Consequently, the Summit
can select RAs who are capable of handling thework with screening of four steps. In addition,
selected RAs must have two weeks of intensive
training. As a result, the system regarding RAs
works well.
Flyer

One of important works for RAs is planning
activities, and then they organize activities. To
organize Origami event, I asked Dina who is
one of the RAs, and she immediately told methat she would be very happy to help me. We
submitted our proposal to her supervisor with aflyer. She also explained our proposal in their
meeting, which is held every week, and it wasGroup photo

Looking at things another way
13

Shinichiro Mito, National Institute of Technology, Tokyo College
It is December; New York is in the winter. In

invigorated, inspired, and endlessly fascinated.”

contrast to I have used to saw tourist sites this

They put importance on personality andsummer, I went to Theaters, concerts anddiversity as well as cooperation while a

Museums lately. I think Broad way theaters

ensemble without conductor, which is one of theare famous in Japan. The ticket is 40 to 250

ultimate teamwork.

dollars. I recommend a good seat since the

At Metropolitan Museum of Art, we can learn

impression of the play is depended by the seat

the cultures all over the world. Arts are great

position. Recently, I saw Wicked at theevidences of a brilliant culture of other

Gershwin Theater. Wicked is a popular musicalcountries.

that

histories and cultures as well as art. People candisplaystheunknown

relationship

These

are

the

exhibitions

on

between Elphaba the Wicked Witch and Glinda

understandthe Good Witch. In fact, Elphaba the “Wicked”

information, that other cultures are wonderful

Witch has good talent and sense of justice. She

as own culture, Frankly speaking, I think key

was persecuted because of her green skin.

of Globalization is an ability to understandHowever, Fiyero the Winkie prince express his

different cultures, have many points of view,

love to Elphaba at latter scene of the play.

utilize diversity and work with diverse people.

Elphaba is ashamed of her appearance though,New York is one of the best cities to learn

Fiyero deny it and say “It’s not lying. It’s

cross-culture. It is not easy to accept different

looking at things another way”.

cultures. The line of the Fyero, “It’s looking at

without

verbalandliteralI have appreciated the performance ofthings another way”, might be an America’s

Orpheus Chamber Orchestra at Carnegie Hall.

know-how to struggle with the Globalization.

This

Orchestra

performs

great

ensemblewithout conductor. According to the brochure,they think that “What is really essential, as inany great chamber group, is to maintain abalance between having sensitive listening
antennae and adding our own personalities tothe mix, responding spontaneously to eachother’s energy, tonal color, and phrasing. We
bring our individual varied experiences intoplay. These diverse perspectives keep us

WICKED The MusicalToyohashi University of Technology
Institute for Global Network Innovation in Technology Education
Center for International Education
1-1, Hibarigaoka, Tempaku-cho, Toyohashi, Aichi, Japan
Tel:+81-532-81-5161
Mail:unireform@office.tut.ac.jp
Mail:14