If we teach today as we taught yesterday, we rob our children of tomorrow.

　　　　　　 -John Dewey-

Workshop 1 The purpose of this workshop

Workshop 2 Introductory activity

Get-together activity

Change!

Workshop 3 　 Why do we need change? 　

Competitiveness(2011 IMD ）

27th (59nations and areas)

Language skills（ 2011 IMD)

58th (59 nations and areas)

TOEFL Score（ 2010 ETS)

135th (163 nations)

Workshop 4 　 Change in progress!

High school New course of studyCAN-DO listTeach English in EnglishCLIL

University Global human resources developmentAutumn admissionReform of entrance examinations

GovernmentEnglish teaching in primary school10% of the younger generation study abroad

Workshop 5 　 Change in progress abroad.

KOREA

• NEAT (National English Ability Test, Internet-based) including speaking and writing components.

• TOEFL score 82 (Japan 69)

Workshop 6 　 A chance for professional development

• Connect USA

• E-teacher scholarship program Project-Based Learning Course (University of Oregon)

Workshop 7　What is CAN-DO List?

最終学年次の学習成果 （ LearningOutcome) として、生徒が英語で何をするのか（どんなことができるようになるのか）を教師間で明文化、共有化する。そこか逆算して、 2 年次最後の、 1 年次最後の学習成果を設定する。　　　松本茂（立教大学教授）

Workshop 8　Shuyukan CAN-DO List

3rd year Can make 2-minute impromptu speeches fluently.2nd year2nd term

Can debate on social topics in a Shuyukan format.

2nd year1st term

Can debate (Constructive and attack speeches) on familiar topics.

1st year2nd term

Can make 5-minute PPT presentations in groups of 5.

1st year1st term

Can make 1-minute speeches.

Workshop 9 How can you assess CAN-DO list?

2 ways to evaluate what students CAN DO.

(1)A survey to ask what they CAN DO: Surveymonkey (http://jp.surveymonkey.com/)

(2) Term-end activity: PBL (Project-Based Learning)

Workshop 10 What is PBL? 　　 4Cs for PBL

• PBL=Project Based Learning

• Key words for PBL : ４ Cs　　 communication collaboration critical thinking Creativity

Workshop 11 Bloom’s taxonomy (revised)

Workshop 12 ABCD Objectives & Rubrics

• ABCD Objectives: Behavioral objectives of the

project• Rubrics: Assessment of the project

Workshop 13 　What is ABCD objectives?

A Audience The students

B Behavior Tell / Choose / Describe / Dramatize / Use / Predict / Arrange / Compose / Develop / Compare / Write / Re-write / Create

C Condition Given a series of pictures / in a group of 5 / Given a proposition of a debate / With the basic knowledge of the past tense

D Degree Steadily / fluently / within 10 minutes / with few errors in tense / in 20 words / in 3 sentences / with the help from friends

Workshop 14　Project 1 Peach boy ( 1-minute speech)

Procedures:(1) Make groups of 5.(2) Show 5 pictures.(3) Pre-teach vocabulary: 　 A peasant, dumpling, an island of demons(4) Give students 2-minute preparation.(5) Present their stories in front of class.(6) Assess their performance: Rubrics(7) Reflective writing

Workshop 15 Project 1 –Peach boy 1

Workshop 16 Project 1 –Peach boy 2

Workshop 17 Project 1 –Peach boy 3

Workshop 28 Project 1 –Peach boy 4

Workshop 19 Project 1 –Peach boy 5

Workshop 20 ABCD objectives for Peach boy

A Audience The teachers

B Behavior can narrate a folk tale

C Condition with a set of pictures, in a group of 5,

D Degree with the utmost fluency

Workshop 21 How do you assess performance?

Rubrics: a tool developed by instructors to assess the performances of their students.

Workshop 22 Rubrics for Peach boyBest quality

3 pointsAverage quality

2 pointsLowest quality

1 point

Accuracy of Retelling a

story

Includes all major points and several details.

Includes all major points.

Forgets major points.

Vocabulary Uses a varied vocabulary useful for the audience.

Uses a varied vocabulary that is a little too simple.

The vocabulary is quite limited and repetitive.

voice Speaks loudly and clearly and is easily understood by the audience.

Usually speaks loudly, but sometimes the audience has trouble understanding.

Speaks too softly or mumbles. The audience has trouble understanding.

Workshop 23 Project 2 - Phrasal verbs.

Procedures:(1) Prepare a list of phrasal verbs.(2) Make pairs.(3) Create a skit with a phrasal verb.(4) Give 2 pairs the beginning 5 minutes of class.(5) Present skits in front of class.(6) Assess their performance: Peer or individual basis.(7) Reflective writing at the end of the term.

Workshop 24 ABCD objectives for Phrasal verbs

A Audience The students

B Behavior can create skits

C Condition with a phrasal verb of their choice,

D Degree with the utmost fluency

Workshop 25 Rubrics for Phrasal verbsBest quality

3 pointsAverage quality

2 pointsLowest quality

1 point

Accuracy of use of a

phrasal verb

A phrasal effectively used and enlarge the audience’s vocabulary.

A phrasal verbs effectively used in a proper context

A phrasal verb used in improper

context.

Duration The skit lasts 2-3 minutes.

The skit lasts 1-2 minutes.

The skits last less than 1 minutes.

voice Speaks loudly and clearly and is easily understood by the audience.

Usually speaks loudly, but sometimes the audience has trouble understanding.

Speaks too softly or mumbles. The audience has trouble understanding.

Workshop 26　Project 3- Debate

Proposition? → Japan should stop nuclear power generation.

Objectives? → ABCD ObjectivesAssessment? → Rubrics

Workshop 27 Project 3 - Debate

Procedures:(1) Read an article as a springboard for class

discussion.(2) Brainstorming ideas.(3) Makes a group of 5 students.(4) Go through Shuyukan Debate Booklet.(5) Submit constructive speeches.(6) Debate match! (7) Flow sheet and reflective writing.

Workshop 28 ABCD objectives for Debate

A Audience The students

B Behavior can debate on social issues

C Condition according to Shuyukan debate booklet

D Degree In a persuasive way.

Workshop 29 Rubrics for DebateBest quality

3 pointsAverage quality

2 pointsLowest quality

1 point

Evidence(Use of facts,

statistics, examples. )

Well supported with relevant evidence.

Supported by evidence but sometimes irrelevant.

Major point was not supported.

Rebuttal Accurate, relevant, and strong.

Accurate, relevant, but several are weak.

Not accurate and/or relevant.

Understanding of Topic

Clearly understand the topic in depth.

Seems to understand the main points of the topic.

Don’t show an adequate understanding of the topic.

Workshop 28 Debate survey