Active Learning, Pro-Active Teachingdl.pearson.co.jp/dl/jalt-2016-mrost-presentation.pdf · 2018....
Transcript of Active Learning, Pro-Active Teachingdl.pearson.co.jp/dl/jalt-2016-mrost-presentation.pdf · 2018....
ActiveLearning,Pro-ActiveTeaching
Michael Rost JALT 2016
PART1ExploringtheConcept What is….
…?
ActiveLearning:KeyConstructs
ü Interact ü Initiate ü Connect ü Show curiosity ü Take the lead ü ???
Rank: Most “culturally challenging”
Implementing“activelearning”means3things:
Do less ____________
Emphasize __________
How can you implement “active learning” in your classroom?
Do more ____________
Examplefromauniversityclass
Your own “do more/do less/emphasize” list
• in book exercises and individual activities • lecturing by teacher • corrections by teacher • sitting in desks facing front of room • homework assignments
• praise student presentations • reward progress • solicit student ideas for activities
• student presentations • out of class explorations • pair and small group tasks • strategy development • collaborative assessment
Pro-ActiveTeaching=Installinganactivelearning•
• set a personal example with your own behavior • recognize students’ efforts and celebrate their • promote learners’ self-confidence • create a pleasant and relaxed atmosphere in the classroom • present tasks clearly • emphasize attention, intention and effort • make learning tasks stimulating and “fun • familiarize students with “21st Century Values” • promote group cohesiveness and group norms • advance learner autonomy
Rank:Whichcomeeasilytoyou?
PART2LookingattheJapanesecontext
l What language education transformations have you witnessed in Japan?
l What language education transformations would you like to see in Japan?
Someideasfromeducators,politicians,andbusinessleadersontransformingEnglisheducationinJapan
Emphasison“globally-communicative”education
”English education in Japan must produce more ‘globally-minded, globally-communicative and globally-competitive’ workforce to help revive the world’s third-largest economy. ”
ShinzoAbe,PrimeMinister
Emphasisoncreativethinking
“Most university graduates I interview lack English language skills, but more importantly, they seem to lack critical thinking and problem-solving abilities. …The presence or absence of these skills are core elements for me in deciding whether to offer them a position. ”
HiroshiMikitani,CEOofRakuten
“We have a major thinking gap in our country today. At a company like ours, a globally active one, people need English, no question about that. But what’s more important is the ability to be independent, self-determining, responsible, communicative, persuasive and multicultural in mind. A lot of the Japanese students I’ve interviewed were smart but many of them didn’t have what I was looking for. ”
TadashiYanai,CEOofUniqlo
Emphasison“multiculturalmind”
Emphasison“functionalbilingualism”“ Japanese graduates just cannot live or do business in today’s world speaking Japanese only, and living just by the Japanese values and culture. Without English language skills and the ability to be more communicative, persuasive, expressive and sometimes assertive, the future of Japan in the global economy is not guaranteed.
JunkoAshida,Educator
But how good is the government’s new educational initiative, if students here learn English without learning how to express themselves better and develop critical thinking and persuasive and empathetic communication skills in their own language? ”
What do you think?
PART3Illustratinganapproachtoactivelearning
The Contemporary Topics series (4th Edition)
LearningPath
1:Activation
goals: • get engaged with the topic • express & solicit
experiences with the topic
obstacles: • self-efficacy; feeling you don’t
know about the topic enough to participate
• communication apprehension; feeling uneasy with L2
2:Processing
goals: • show curiosity/ learn
something new • interact with classmates to
build understanding
obstacles: • perfectionism, wanting to
understand everything perfectly before speaking
• competitiveness; initial shyness in group interactions
3:Assessment
goals: • instill progress orientation • encourage collaboration in
review and preparation
obstacles: • other-directedness; uncertainty
about role of collaboration • lack of strategies for review,
clarification, interaction
4:Expression
goals: • increase self-expression,
satisfaction, “ownership” • introduce self-efficacy, instill
research mindset and techniques; show empathy
obstacles: • perfectionism; feeling the need
to give a mistake-free presentation • other-directedness; uncertainty
about how to behave in front of a group
SUMMMARYü Language education is in transition…globally, and in Japan.
ü Emphasis is shifting toward pragmatic “empowerment” through language, away from abstract “mastery” of language
ü Active Learning is a metaphor for this shift
ü Active Learning requires Pro-Active teaching: teaching with the intent to install “Active Learning Mindsets” in students
ü Teachers — in their own context — can affect this shift — as appropriate —in specific, practical ways
ü Content based teaching, using an Activation-Processing-Assessment-Expression approach is one approach to Active Learning
What is your “take away”?
REFERENCES•Amano,Ikuo(2014).GlobalizaOonandHigherEducaOonReformsinJapan:TheObstaclestoGreaterInternaOonalCompeOOveness.Nippon.comhTp://www.nippon.com/en/in-depth/a02801/•Ashida,Junko(2016).Japan’s‘globaleducaEon’:LearningEnglishisnotamagicwand.AsiaTimes.hJp://www.aEmes.com/arEcle/japans-global-educaEon-learning-english-is-not-a-magic-wand//•Kameda,Masaaki(2013).Englishtoget2020pushbutteachersnotonsamepage.JapanTimes.hTp://www.japanOmes.co.jp/news/2013/12/31/naOonal/english-to-get-2020-push-but-teachers-not-on-same-page/#.WCjnZXeZPOY•Kuwamura,Teresa(2014).AcceptanceandTransformaOonofEnglishEducaOonalTheoryinJapan:OnStudent-CenteredEducaOon.Interna2onalEduca2onStudies,7-12,47-52.•Matsuoka,Misato(2015).TransformingIREducaOoninJapan.E-Interna2onalRela2onsJournal.hTp://www.e-ir.info/2015/07/07/transforming-ir-educaOon-in-japan/•Matsuoka,Rieko(2015).WillingnesstoCommunicate:TheEffectofConferenceParEcipaEononStudents’L2Apprehension.InSachikoHoriguchi,YukiImotoandGregoryS.Poole(Eds.)ForeignLanguageEduca3oninJapan:ExploringQualita3veApproaches,pp.133-146.Boston:SensePublishers.•McVeigh,Brian(2002/2015).JapaneseHigherEduca2onAsMyth.NewYork:Routledge.•Shimomura,Hakubun(2015).JapantotransformitseducaOonsectorforamoreglobalizedworld.TheCultureOfJapaneseEduca2on.hTp://www.theworldfolio.com/interviews/japan-to-transform-its-educaOon-sector-for-more-globalized-world/3772/
THANKYOU!
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