- Based on the fundamental knowledge and skills learned in the prerequisite courses, students should understand technological approach to design and improvement of educational activities, acquire knowledge about teaching and learning process as well as instructional methods, and master methods of design and improvement of lessons.
- During the teaching practices, student teachers need to make each lesson’s plan, and to obtain the approval of the advisory teacher before the class. Through this course, students should understand and experience tasks required to make a lesson plan that clarifies the intention of each instruction, expected learner’s activities and anticipated issues associated to them as well as their treatments, etc. concretely. For this end, students need to perform lesson design tasks and improve the lesson plan according to the feedback information provided by the training system developed in my laboratory. Moreover, in order to recognize the current needs to the school lessons and the trend of educational reform, discussions on the BBS system and exercises on the e-learning system are assigned as homework exercises. In addition, examples of utilization of ICT as an instructional tool and informatics education in existing subject area are demonstrated.
Students are required to achieve following objectives:
1) Be interested in usefulness of, recognize necessity of, and can apply principles and techniques of instructional technology
2) Can memorize and explain knowledge, methods, and their relationship necessary to design→perform→assess→improve lessons.
3) Can describe a lesson plan according to the process model of instructional design while taking consideration with the items in the Check-list of Lesson Plans.
4) Can propose ideas to improve lesson plans and skills of instruction on the basis of learned checkpoints while participating in microteaching.
5) Cultivate attitude to collect information that suggests current needs and situations of school education, to clarify assessment viewpoints of good education, and raise them through designing more appropriate lessons.
6) Cultivate professional ethics to clarify own issues addressed before practice teaching and try to solve them.
Educational/instructional technology, curriculum, year- and unit-plan, instructional method, Three-ways Communication Model, Teacher’s Decision Making Model, Teacher’s Activities Model, Bloom’s taxonomy of educational objectives, Dimensional Analysis, Lesson Flow Analysis, nine events of instruction, ways of viewing and thinking, microteaching, skills of instruction
|✔ Specialist skills||Intercultural skills||Communication skills||Critical thinking skills||✔ Practical and/or problem-solving skills|
Students are assigned homework for each lesson. Students are required to read related chapters of textbooks before each lesson. Therefore, the purpose of each class is focusing on explaining reasons, frameworks, terms, procedures, and examples of instructional design tasks related to homework assignments.
|Course schedule||Required learning|
|Class 1||Introduction to Instructional/Educational Technology||1) Drill practice to retain prerequisite knowledge, 2) Discussion about cases whether there is any theoretical basis that supports the education effects|
|Class 2||Instructional Theory and Models of Learning，A Checklist for Lesson Planning||Discuss characteristics of good lessons and methods of evaluating them|
|Class 3||Designing a School Curriculum and Unit/Year Plan, Objective Analysis||Objective analysis on the IAG system|
|Class 4||Error Analysis of Learning (Dimensional Analysis)(+ Mid-term Examination and Feedback)||Error analysis for the lessons|
|Class 5||Lesson Flow Analysis (Designing a Lesson Strategy)||Perform lesson flow analysis, assign objectives to sections, and describe lesson conditions on the IAG system|
|Class 6||Making a Lesson Plan, Skills of Instruction, CAIとe-learning||Making a Lesson Plan|
・Toshiki Matsuda, Atsuko Hoshino, and Kazuhiko Hatano (2013) Lesson Improvement with Learners: Instructional Design, Method of Instruction, and Educational Assessment. Gakubunsya (In Japanese)
・Toshiki Matsuda, Atsuko Hoshino, Kouji Karino, and Takashi Tubuki (2012) How to Learn Pedagogy: Laws, Administration, and Curriculum of Schools, Gakubun-sya. (In Japanese)
・http://www.et.hum.titech.ac.jp/~matsuda/et.html (In Japanese)
・National Course of Studies for Lower Secondary Schools and Upper Secondary Schools. (In Japanese)
・Surveys and reports by National Institute for Educational Policy Research (TIMMS, PISA, National survey of pupils’ academic performance and attitude toward study, etc.) http://www.nier.go.jp/ (In Japanese)
・Students will be assessed based on ratio of attendance, all homework exercises, and end-term examination.
・Students who fail the midterm examination or those who have un-submitted homework from the first lesson to the third lesson lose their credit at that time.
・Students who have un-submitted homework or who do not attend lessons twice or more lose their credit.
・Students are required to earn every credit for related courses shown above. A student who is not fresher and has not completed one or more courses needs to pass the pre-test to attend the course before starting the course. (Part-time students are required to contact the professor before applying the admission office in order to confirm whether prerequisites are satisfied.)
Please send an e-mail for appointment.
・Students are required to have own facilities and abilities to perform homework by means of Office software.
・Students who intend to take only “Industry” license are recommended to take the course at the third grade.