ACTFL 2013 by M. Romaine & R. Aya

1. Issues In On-line Entry-Level
Japanese Course
ACTFL: November 22. 2013
M. Romaine/ R. Aya

2. Paperless でやってみたいんですが
…
コメントは facebook, 勉強会へ書いてください。
https://www.facebook.com/groups/benkyokai/
今日のコンテンツは生徒のテープ以外は全部， facebook の勉強会のサイトに載って
います。
後でコミュニティを作るにあたってご意見を伺いたく思います
ので、よろしくお願いします。

3. Machiko Romaine
Reiko Aya
Machiko@gmail.com
raya@asij.ac.jp

4. 21st Century Student Outcomes & Support Systems

5. Core Subjects and 21st Century Themes
Core subjects:

English, reading or
language arts, world
languages, arts,
mathematics,
economics, science,
geography,

history, government
and civics.
Interdisciplinary themes

Global Awareness

Financial, Economic,
Business and
Entrepreneurial
Literacy

Civic Literacy

Health Literacy

Environmental Literacy

7. Reiko & Machiko
Students
Pennsylvania
Classes are held on :
Monday, Wednesday, and Friday 9am-10am EST
14 hour time difference means 11pm-12pm Tokyo time
Wavephontac.com Isle-of-noises.blogpost.com

10. Whiteboard Tools

11. Assignment Sample

12. 教師サンプル

13. Standards Met
ISTE/NETS Teachers Standards:
2. Design and Develop Digital Age Learning Experiences and Assessments.
ISTE/NETS Standards:
1b: Create original works as a means of personal or group expression.
4b: Plan and manage activities to develop a solution or complete a project.
ACTFL Standards; National Standards for Foreign Language Education Communication (Communicate in Languages Other Than English)
• Standard 1.3: Students present information.
Culture
• Standard 2.2: Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
Connection
• Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.

14. Tools Used

15. Introduction of the Projects and the Students’ Reactions
1. Greetings ／挨拶
2. Self intro ／自己紹介
http://aww.ninemsn.com.au/news/newsstories/8489739/kate-must-curtsey-to-beatrice-and-eugenie

16. Japanese Greetings Project
Rubric
Category
4
3
2
1
i) Use of Class Time /contribution
in class
Used time well during and
between each class period.
Focused on getting the project
done. Never distracted others.
Used time well during and
between each class period.
Usually focused on getting the
project done and never
distracted others.
Used some of the time well
during and between each class
period. There was some focus
on getting the project done but
occasionally distracted others.
Did not use allotted time. No
focus given
on the project OR often
distracted others.
ii) Required Elements
The project includes all required
elements as well as additional
information.
All required elements are
included in the project.
All but 1 of the required elements
are included in the project.
Several required elements were
missing.
iii) Attractiveness of visuals
The project is exceptionally
attractive in terms of design,
layout, and neatness.
The project is attractive in terms
of design, layout and neatness.
The project is acceptably
attractive though it may be a bit
messy.
The project is distractingly
messy or very poorly designed. It
is not attractive.
iv) Knowledge Gained
The presenter can accurately
answer all questions related to
facts in the project.
The presenter can answer most
questions related to facts in the
project.
The presenter can accurately
answer about 75% of questions
related to facts in the project.
The presenter have insufficient
knowledge about the facts or
processes used in the project.
v) Oral Presentation
The presenter speaks clearly,
stay on topic, provide excellent
examples and are completely
prepared.
The presenter speaks clearly, try
to stay on topic, provide good
examples and are somewhat
prepared.
The presenter speaks clearly,
laugh at times, don't stay on
topic, provide good examples
1and are not completely
prepared.
The presenter does not speak
clearly, stay on topic, provide
poor examples and are not
prepared to present.
https://docs.google.com/document/d/1PztXsfeOchr-K4TeuwYhB9NhihtgeLkIXeY7Es1Ph_M/edit

17. Greeting Project Assignment
Choose
ONE specific Japanese greeting/behavior/action: い
ただきます＆ごちそうさま、こんにちは＆さよう
なら、ただいま＆おかえりなさい、おじぎ、くつ
をぬぐ、
Research: Describe in English: when, where,
who, what and how this greeting is exchanged.
Create and show: Make a puppet show video
Get feedback on the puppet show
Write own Refection

18. Students’ work sample

19. Students work samples

20. Self-Intro Project

21. Self Intro Videos

22. Self Intro Videos

23. Self Intro Videos

24. Reflections

25. Students’ Reflection Sample:

26. How did they do?
•The students acquired basic communication skills: greetings and self
introduction.
•The students have increased their awareness of cultural understanding through
comparison.
•The students advances their reflection writing, experienced the value of visiting
the office hours.

27. Next time we will change three
things in these assignments:
• No more than four tasks at
a given assignment.
• Increase sample project:
mid-range and super good
work.
• Mandatory office hour visit.

28. What both of us learned…
Late 1970~ Communicative Approach (CA)

2010
Social Networking Approach (SNA)

29. ‘VoiceThread’ の利便性
生徒間のフィードバックが簡単に記録できる
教師のフィードバックも同様にできる
遠くにいる人とも共有できる
ソーシャルネットワークのアプリとして使え
る

31. Web 3.0 を使って
オープンコミュニティーとは

32. Face book で
https://www.facebook.com/grou
ps/benkyokai/

33. Q&A

39. 11/22/2013
Thank you for listening to our
presentation!
ご清聴ありがと
うございました。