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上智大学言語教育研究センター
講師
逸見シャンタール(EdD TEFL)
パトリック・フィリップ(MA)
EAPとは?
EAP: English for Academic Purposes
 学習スキル
 英語小論文
 批判的思考
大学で英語で科目を学ぶために必要なスキ
ルを学ぶ
 内容言語統合学習法
ヨーロッパを中心に注目を集めている語学学習法
内容+外国語による指導法の違い
項目 CBI CLIL イマージョン
学習目的 言語学習 言語学習・教科学習 教科学習
指導者 語学教師 語学教師・教科教師 教科教師
使用内...
CLILの「4つのC」
CLIL
Cognition
思考
Communication
言語
Content
内容
Culture
文化
Autonomy
自主性
 Capacity to take control over one’s own learning
(Benson, 2001)
 自主性とは自分の学習を自分でコントロールする能力のこ
とです。
 Benson,...
What is critical thinking?
An active, persistent and careful
consideration of a belief
ある信念について、自発的で持続的、かつ注意
深く考えること。
Supp...
Critical thinking includes
reflection
 According to Schön (1987) a reflective
practitioner thinks a he/she does things
(r...
 Ennis (1987) focused on the ability to reflect
skeptically and to think in a reasoned way as
one’s capability or disposi...
 Cottrell (2011:1) supports the view that critical thinking
can be taught as a set of skills.
 Cottrell (2011:1)は批判的思考はス...
 We can help students to be able to think and
present their opinions with reasons.学生が理由を述
べながら自分の意見を言えるように促すことができる。
 We ...
We can guide them to take
control of their learning and
become more autonomous in
what and how they learn.
学生が自分の学習をコントロ...
1.What did you do in today’s lesson?
2.What new things did you learn?
3.Was there anything that you found
difficult to und...
Advantages Disadvantages
YES NO
批判的思考を述べるために必要な言い回しを
教える。
1. I love _____because it’s such an
international university.
2. My favourite place at _____is _________.
3. I think that ...
 Well, although there is much provision in
terms of __________, I think there is
more room for _____________.
 The reaso...
 Err, sorry but…
 Sorry to interrupt you but…
 Can I interrupt you?
 Can I come in here?
 Sorry?
 Pardon?
 What did you say?
 What was that?
 Can you say that again?
 Could I just make a point….?
 I’d like to add something here.
 I agree with …. But I’d just like to say….
 Could I sa...
 Could you hold on?
 Could I just finish?
 Well, let me just explain.
 Sorry but I’d just like to finish by saying…
 What does everyone else think?
 Does everyone agree?
 What do you think?
 Would you like to comment?
 Can you tell me why you think so?
 What are the reasons why you think so?
 Can you give us some examples using
your ow...
Advantages Disadvantages
 The aim of today’s lesson is to:
learn how to express your
thinking on:
A famous character
A character in a comic book
Often very strong
Possesses superpowers
Listen to the interviews with four teachers
who teach at Sophia University and find
out which superhero they like and why.
Daniel
Quenby
Justin
Roger
Daniel-Popeye
Quenby-Wonderwoman
Justin-Batman
Roger-Superman
Which one do you like? Why do you like him/her?
Which one do you like? Why do you like him?
Little but brave
Always arrives in time
Courageous and loyal
1. Which superhero do you like?
2. Why do you like him/her?
For example,
1. Is it a he/she?
2. Is he/she tall?
3. Is it an animal?
4. Is it a mouse?
5. Can it fly?
Why are Superheroes so important to us?
Discuss in pairs. 3 mins.
You have got 4-5 minutes to find an
appropriate word which would fit logically
into the gaps.
You may use a dictionary if ...
Discuss in pairs and compare and contrast
the differences between a Superhero and
a hero/heroine who existed or is now ali...
 It is important to think about where the students are in expressing
their thinking
今学生たちが自分の考えを述べるのにあたり、どのようなことができて、ど
のよ...
 I need to think about the steps that are taken
in scaffolding critical thinking
批判的思考を促すためにどのようなステップを
踏んでいったら良いかをもっと考えてい...
本日のワークショップではCLILの手法を使い、
模擬授業に参加していただきました。ご覧に
なったアプローチ、あるいはテクニックの中に
は、それぞれの現場で使えるものと、使えない
ものがあると思います。
1.先生の現場で使えそうなアプローチ、あるい
はテクニックを一つ選んで、ボードにお書きく
ださい。
2.ではお隣の方とボードを見せながら、内容を
分かち合ってください。
3.グループにボードを見せ合ってください。もし
そのアプローチ、あるいはテクニックを日本の
教育現場で使うとしたら、どのような工夫とサ
ポートが必要でしょうか。
この話し合いの結果を短く後ほど、参加者全
体にご報告いただきます。書記と報告者を選...
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Osaka.clil.final

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Osaka.clil.final

  1. 1. 上智大学言語教育研究センター 講師 逸見シャンタール(EdD TEFL) パトリック・フィリップ(MA)
  2. 2. EAPとは? EAP: English for Academic Purposes  学習スキル  英語小論文  批判的思考 大学で英語で科目を学ぶために必要なスキ ルを学ぶ
  3. 3.  内容言語統合学習法 ヨーロッパを中心に注目を集めている語学学習法 内容+外国語による指導法の違い 項目 CBI CLIL イマージョン 学習目的 言語学習 言語学習・教科学習 教科学習 指導者 語学教師 語学教師・教科教師 教科教師 使用内容 主にトピック トピック・教科 教科 評価対象 言語 言語・内容 内容 CLIL内容言語統合型学習 上智大学出版 Ikeda, M. (2012:4)
  4. 4. CLILの「4つのC」 CLIL Cognition 思考 Communication 言語 Content 内容 Culture 文化
  5. 5. Autonomy 自主性  Capacity to take control over one’s own learning (Benson, 2001)  自主性とは自分の学習を自分でコントロールする能力のこ とです。  Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman.
  6. 6. What is critical thinking? An active, persistent and careful consideration of a belief ある信念について、自発的で持続的、かつ注意 深く考えること。 Supposed form of knowledge in the light of the grounds which support it 裏づけのある(立証性のある)仮定上の知識。 (Dewey, 1909) Dewey, J. (1998) How We Think. Dover Publications.
  7. 7. Critical thinking includes reflection  According to Schön (1987) a reflective practitioner thinks a he/she does things (reflection in action) and reflects on the actions taken (reflection on action).  Schön (1987)によると、内相的な従業者は何かをやり ながら考え、またそれをやり終えてから、やったことに ついて考えます。 Schön, D. (1987) Educating the Reflective Practitioner. Jossey-Bass Publishers: London.
  8. 8.  Ennis (1987) focused on the ability to reflect skeptically and to think in a reasoned way as one’s capability or disposition.  Ennis (1987)は懐疑的に考えること、また筋の通っ た考えをすることに焦点を合わせ、考えることはその 人が持っている能力、あるいは気質として捉えてい ます。 Ennis, R. (1987) A taxonomy of critical thinking dispositions and abilities. In J.Baron and R. Sternberg (eds.). Teaching Thinking Skills: Theory and practice. New York: W.H.Freeman.
  9. 9.  Cottrell (2011:1) supports the view that critical thinking can be taught as a set of skills.  Cottrell (2011:1)は批判的思考はスキルとして教えること ができるものとして捉えています。  She advocates that it is a cognitive activity that uses processes such as focussing attention, categorisation, selection and judgment.  批判的思考は(経験的事実認知に基づいた活動)であり、 ある物事に集中的に目を向けること、分類、選択、判断す るなどのプロセスであることを主張しています。 Cottrell, S.(2011) Critical Thinking Skills, New York: Palgrave Macmillan.
  10. 10.  We can help students to be able to think and present their opinions with reasons.学生が理由を述 べながら自分の意見を言えるように促すことができる。  We can help students to listen critically to others and agree/disagree with reasons.学生が他者が話し ている時に批判的に評価しながら聞き、その意見に対し て理由を述べながら賛成したり、反対意見を言うように指 導することができる。  We can help students to choose the materials that will help them with their studies. 学生がどのような教 材が自分の勉強に役立つのか自主的に選ぶことを促す ことができる。
  11. 11. We can guide them to take control of their learning and become more autonomous in what and how they learn. 学生が自分の学習をコントロール してもっと自主的な学習者となれ るように導くことができる。
  12. 12. 1.What did you do in today’s lesson? 2.What new things did you learn? 3.Was there anything that you found difficult to understand? 4.In future, what kind of things do you want to learn, and how are you going to do it?
  13. 13. Advantages Disadvantages
  14. 14. YES NO
  15. 15. 批判的思考を述べるために必要な言い回しを 教える。
  16. 16. 1. I love _____because it’s such an international university. 2. My favourite place at _____is _________. 3. I think that the book shop is nice but they should___________________________. 4. My favourite cafeteria is_______________. 5. The thing I enjoy the best about being at university is……………
  17. 17.  Well, although there is much provision in terms of __________, I think there is more room for _____________.  The reason why I think________is because________________.  But on the other hand, one could say that__________________.  However, I believe that____________
  18. 18.  Err, sorry but…  Sorry to interrupt you but…  Can I interrupt you?  Can I come in here?
  19. 19.  Sorry?  Pardon?  What did you say?  What was that?  Can you say that again?
  20. 20.  Could I just make a point….?  I’d like to add something here.  I agree with …. But I’d just like to say….  Could I say something here?  Yes, but….
  21. 21.  Could you hold on?  Could I just finish?  Well, let me just explain.  Sorry but I’d just like to finish by saying…
  22. 22.  What does everyone else think?  Does everyone agree?  What do you think?  Would you like to comment?
  23. 23.  Can you tell me why you think so?  What are the reasons why you think so?  Can you give us some examples using your own words?  Can you think of any incidents where you thought so?  Can you describe how you felt about it at the time?
  24. 24. Advantages Disadvantages
  25. 25.  The aim of today’s lesson is to: learn how to express your thinking on:
  26. 26. A famous character A character in a comic book Often very strong Possesses superpowers
  27. 27. Listen to the interviews with four teachers who teach at Sophia University and find out which superhero they like and why.
  28. 28. Daniel Quenby Justin Roger
  29. 29. Daniel-Popeye Quenby-Wonderwoman Justin-Batman Roger-Superman
  30. 30. Which one do you like? Why do you like him/her?
  31. 31. Which one do you like? Why do you like him? Little but brave Always arrives in time Courageous and loyal
  32. 32. 1. Which superhero do you like? 2. Why do you like him/her?
  33. 33. For example, 1. Is it a he/she? 2. Is he/she tall? 3. Is it an animal? 4. Is it a mouse? 5. Can it fly?
  34. 34. Why are Superheroes so important to us? Discuss in pairs. 3 mins.
  35. 35. You have got 4-5 minutes to find an appropriate word which would fit logically into the gaps. You may use a dictionary if you wish.
  36. 36. Discuss in pairs and compare and contrast the differences between a Superhero and a hero/heroine who existed or is now alive. Superhero/heroine Real hero/heroine (human being) We know they are not real but they provide a kind of dream for us. We know they are real so we are much inspired by the real things they do.
  37. 37.  It is important to think about where the students are in expressing their thinking 今学生たちが自分の考えを述べるのにあたり、どのようなことができて、ど のようなことがまだできないかを把握することが大切です。  The cultural aspect of critical reflection is particularly important 批判的思考に対する日本での文化的な意味合いについて、教師が考え ることはとても大切です。  Students may not find it appropriate to challenge their peers or their teachers 学生は仲間の意見を批判したり、先生の意見を批判することはよくないこ とだと考えているかもしれません。  Scaffolding situations where they feel the agency to become autonomous in expressing their own opinions is key. 自主性を持ち、自分でコントロールをしながら意見を言えるような状況設 定をして足場作りをすることが大切です。
  38. 38.  I need to think about the steps that are taken in scaffolding critical thinking 批判的思考を促すためにどのようなステップを 踏んでいったら良いかをもっと考えていく必要が あります。  I need to develop materials to teach different ways of expressing student thinking 学生が意見を述べやすくするための教材開発 を進める必要があります。
  39. 39. 本日のワークショップではCLILの手法を使い、 模擬授業に参加していただきました。ご覧に なったアプローチ、あるいはテクニックの中に は、それぞれの現場で使えるものと、使えない ものがあると思います。
  40. 40. 1.先生の現場で使えそうなアプローチ、あるい はテクニックを一つ選んで、ボードにお書きく ださい。
  41. 41. 2.ではお隣の方とボードを見せながら、内容を 分かち合ってください。
  42. 42. 3.グループにボードを見せ合ってください。もし そのアプローチ、あるいはテクニックを日本の 教育現場で使うとしたら、どのような工夫とサ ポートが必要でしょうか。 この話し合いの結果を短く後ほど、参加者全 体にご報告いただきます。書記と報告者を選 んで、話し合ってください。

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