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GUNS,
GERMS,
& STEEL
A CLIL COURSE THAT PROMOTES
SELF-DIRECTED LEARNING
Cathrine-Mette (Trine) Mork
cmork@sky.miyazaki-mic.ac.jp
Takamasa Kurogi
20191055@sky.miyazaki-mic.ac.jp
Patricia Anne Yamaguchi
20191107@sky.miyazaki-mic.ac.jp
Marin Kamimizu
20191032@sky.miyazaki-mic.ac.jp
Juhee Lee
20191059@sky.miyazaki-mic.ac.jp
Van Khao Vu (Tommy)
20191102@sky.miyazaki-mic.ac.jp
OVERVIEW
COURSE FLOW02
01
STUDENT VOICES
03
E-LEARNING TOOLS04
3
OVERVIEW
Class Breakdown 2020
• highest stream of MIC 2nd years
(average TOEIC score = over 700)
• 21 students
• 75% Japanese
• 25% from Korea, Cameroon, Vietnam
4
OVERVIEW
a) Students write their own summaries (+
analysis – if possible) on their Mahara
e-portfolio blog
b) Select students upload their
presentation work (vocabulary,
summary, discussion Q&A) to Eduflow
(peer evaluation software)
Select students (4 or 5) give simutaneous chaired presentations to small groups (x3
rotations):
1 – explaining vocabulary from their own summaires with example sentences
2 – presenting their own summary of the chapter
3 – leading a discussion generated by comprehesion questions & discussion questions
a) Students & teacher give
contructive feedback using a
rubric on Eduflow
b) Presenters acknowledge
feedback
c) All students complete & upload
self-assessment rubric for
their blog work to Eduflow
d) Students comment on each
other’s journals
a) Quiz on previous chapter
b) Teacher lectures, students
read model summary in pairs
Go to Day 1, repeat next chapter
OR
If unit is complete (4 units total), do
review activities (teacher’s Youtube
summaries, National Geographic
GGS documentary, bonus
materials)
AND/OR
Midtern / Final Exam
Day 1 Homework
Day 2 of Chapter XYZ
Day 2 Homework
Day 1 of Chapter XYZ
Day 3 (4,5…)
5
COURSEFLOW
START HERE
6
STUDENTVOICES
2) PATRICIA
how the chapter reports foster
self-directed learning
1) TAKAMASA
4) JUHEE
how chaired presentations
foster self-directed learning
format of chapter reports
3) MARIN
format of chaired presentations peer evaluation for presentations,
journals & rubrics, quizzes
5) TOMMY
7
CHAIREDPRESENTATIONREPORT
8
CHAIREDPRESENTATIONREPORT
9
CHAIREDPRESENTATIONREPORT
10
CHAIREDPRESENTATIONDAY
11
PEEREVALUATION(PRESENTATIONS)
12
SELFEVALUATIONRUBRIC(JOURNALENTRY)
13
SELFEVALUATIONRUBRIC(UPLOADTOEDUFLOW)
14
TOOLS
PROS:
• Clean, simple, easy-to-use interface
• MOOC-style navigation
• Has various options for displaying content
(can show PDF with or without download, for
example)
CONS:
• $$$
• Doesn’t offer all the features of Moodle
• More of a CMS than and LMS without
upgrades
15
TOOLS
PROS:
• All students already have access & know how to use
(connected to school Moodle)
• Teachers can provide access to each journal to
other students.
• Students can give constructive feedback to each
other.
• Open source & offers other features
• Potential for media-rich entries
• Countless journals & journal entries
CONS:
• Usually requires institutional setup and
administrative support to link to Moodle
• Teacher needs HTML knowledge to make
journals available to all students
16
TOOLS
PROS:
• Assynchronous test-taking possible
• Random ordering of items is possible
• Mobile-friendly, easy to use, linkable to LMS
• Results can be ordered my multiple categories
• Downloadable content, no login
• Multiple question types
CONS:
• No immediate feedback
• Not free
• Not embeddable
• No long-term analysics (no accounts)
17
TOOLS
PROS:
• Paperless
• Anonymity (or not) for peer assessment
• Mobile-friendly, easy to use, linkable to LMS
• Various pre-set “flows” as templates
• Extremely customizable by instructor
• Multiple question types
CONS:
• None so far
• Free for 3 x classes of 50 or fewer students
QUESTIONS?
18
終り
THANKS!

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2020 JALT CCLT (Creating Community Learning Together) 6 - JALT Learners SIG Conference

  • 1. GUNS, GERMS, & STEEL A CLIL COURSE THAT PROMOTES SELF-DIRECTED LEARNING Cathrine-Mette (Trine) Mork cmork@sky.miyazaki-mic.ac.jp Takamasa Kurogi 20191055@sky.miyazaki-mic.ac.jp Patricia Anne Yamaguchi 20191107@sky.miyazaki-mic.ac.jp Marin Kamimizu 20191032@sky.miyazaki-mic.ac.jp Juhee Lee 20191059@sky.miyazaki-mic.ac.jp Van Khao Vu (Tommy) 20191102@sky.miyazaki-mic.ac.jp
  • 4. Class Breakdown 2020 • highest stream of MIC 2nd years (average TOEIC score = over 700) • 21 students • 75% Japanese • 25% from Korea, Cameroon, Vietnam 4 OVERVIEW
  • 5. a) Students write their own summaries (+ analysis – if possible) on their Mahara e-portfolio blog b) Select students upload their presentation work (vocabulary, summary, discussion Q&A) to Eduflow (peer evaluation software) Select students (4 or 5) give simutaneous chaired presentations to small groups (x3 rotations): 1 – explaining vocabulary from their own summaires with example sentences 2 – presenting their own summary of the chapter 3 – leading a discussion generated by comprehesion questions & discussion questions a) Students & teacher give contructive feedback using a rubric on Eduflow b) Presenters acknowledge feedback c) All students complete & upload self-assessment rubric for their blog work to Eduflow d) Students comment on each other’s journals a) Quiz on previous chapter b) Teacher lectures, students read model summary in pairs Go to Day 1, repeat next chapter OR If unit is complete (4 units total), do review activities (teacher’s Youtube summaries, National Geographic GGS documentary, bonus materials) AND/OR Midtern / Final Exam Day 1 Homework Day 2 of Chapter XYZ Day 2 Homework Day 1 of Chapter XYZ Day 3 (4,5…) 5 COURSEFLOW START HERE
  • 6. 6 STUDENTVOICES 2) PATRICIA how the chapter reports foster self-directed learning 1) TAKAMASA 4) JUHEE how chaired presentations foster self-directed learning format of chapter reports 3) MARIN format of chaired presentations peer evaluation for presentations, journals & rubrics, quizzes 5) TOMMY
  • 14. 14 TOOLS PROS: • Clean, simple, easy-to-use interface • MOOC-style navigation • Has various options for displaying content (can show PDF with or without download, for example) CONS: • $$$ • Doesn’t offer all the features of Moodle • More of a CMS than and LMS without upgrades
  • 15. 15 TOOLS PROS: • All students already have access & know how to use (connected to school Moodle) • Teachers can provide access to each journal to other students. • Students can give constructive feedback to each other. • Open source & offers other features • Potential for media-rich entries • Countless journals & journal entries CONS: • Usually requires institutional setup and administrative support to link to Moodle • Teacher needs HTML knowledge to make journals available to all students
  • 16. 16 TOOLS PROS: • Assynchronous test-taking possible • Random ordering of items is possible • Mobile-friendly, easy to use, linkable to LMS • Results can be ordered my multiple categories • Downloadable content, no login • Multiple question types CONS: • No immediate feedback • Not free • Not embeddable • No long-term analysics (no accounts)
  • 17. 17 TOOLS PROS: • Paperless • Anonymity (or not) for peer assessment • Mobile-friendly, easy to use, linkable to LMS • Various pre-set “flows” as templates • Extremely customizable by instructor • Multiple question types CONS: • None so far • Free for 3 x classes of 50 or fewer students

Editor's Notes

  1. First, I’m going to give you an overview of the course and show you the work flow – which represents a typical week of study. Then I’ll ask my lovely students to unmute themselves one by one to talk about a few topics which I’ll introduce a bit later on, and finally I’ll share some of the alterations I made to the course so as to be better prepared to teach it online. In fact, MIC did not go online this semester. We’ve been able to teach face to face for the whole term so far, but we’re ready to go back to the zoom class environment at any time if called upon to do so.