(Kurita)Hello, everyone. Hello, everyone. (Students)Hello. (Kurita)This is "Interactive Teaching" WEEK 4. This week's topic is "Let's design a 90-minute class". In this session, we would like to learn how to use design sheets. Let me clarify the goal of this week: "Understand the design, significance, and methods of implementing a class that promotes learning". The objective for this session is the last one: Be able to design a class using a design sheet. This is the objective. Here is the table of contents: the significance of preparing a class design sheet, the structure of a design sheet, and finally a wrap-up. This is the agenda. I think you have already downloaded a design sheet, so please watch this video with the sheet on hand. All the graduate students here have taken my class in the past and you already prepared design sheets for your own field. We would like to proceed with design sheets today. Let us begin with the significance of preparing a class design sheet. You all have already experienced designing a class by means of design sheets. After preparing a design sheet, some of you must have taught a class and others may have not. How do you feel about preparing a design sheet from the perspective of the significance of the sheet? How do you feel, Teramoto-san? (Student)Yes. Since the design sheet is arranged into categories and that you can write along those categories, it was easy for me to understand what to write about. And it made me think of time allotment specifically for actually delivering a class, so I felt it was very useful in that sense. (Kurita)Have you actually delivered a class with the sheet? (Student)Not yet. (Kurita)OK. Thank you. Here is the significance of class design as I showed you before. As Teramoto-san mentioned, you will be able to visualize the structure by designing a class. It makes it easy for you to understand what to design precisely by this visualization. Additionally, the design remains as a material, so you can also make use of it for improving the next class. By incorporating activities, you can design a class systematically for accomplishing your objectives. These are the significances. Let me explain the structure of a design sheet. You can either look at your own sheet or the sample here on the slide. This is the class design sheet I prepared for the course I am in charge of as a part-time lecturer. It can be downloaded. The letters are too small to make out, but do not mind them. The title of the course is shown here. I would like to proceed by having Mizukoshi-san talk about her design sheet. Mizukoshi-san, what did you write for the title of the course? (Student)Yes. I used the title, "Family Nursing Filled with Love". (Kurita)That's a catchy title: "Family Nursing Filled with Love". The next thing you write is which stage this class is in the entire course in the entire course. Which stage is this class in? (Student)I designed it as the eleventh class. (Kurita)OK, and the topic is? (Student)The topic for this class is titled "A baby has come". (Kurita)I really would like to take that class. So, the theme is, "A baby has come". The next thing to do is to set the goal of this class and write it down. What is the goal of your class? (Student)The goal is, "to be able to imagine how your life changes by becoming a parent". (Kurita)"To be able to imagine". Yes, that is a goal. The next step is to break down the goal into specific objectives. What are the objectives? (Student)I set two objectives. One is, "to be able to feel the sense of responsibility in becoming a parent". The other is, "to be able to explain the joy and hardships of parents precisely". (Kurita)I think those are very concrete and good objectives. So, they are going to be accomplished in this class. How do you evaluate them? What did you write about that? (Student)I set a writing assignment to be done after the class. It entails writing a paper on an interview with your parents about your birth: the hardships and joy they experienced during the pregnancy, birth, and postpartum period. (Kurita)Thank you. That's a good writing assignment. So Mizukoshi-san uses this writing assignment as a method to evaluate whether or not the learning objective is accomplished. This is the rough structure of the entire 90 minutes. Then, how do you schedule the 90 minutes? The right side of the sheet is for that purpose. This space is for the name of the structure. Fill in the space with either the introductory section, the main section (sometimes called the "main subject"), or the concluding section, as we covered in the last session. This involves categorizing the content into the introductory section, the main section (or main subject), or the concluding section. Then, after writing the details of the content, fill in the instructional methods you use for the content such as explanation, questions, practice, having students write on the blackboard, having them teach one another, or the jigsaw method. Write student activities during that content in this space. I think it is easy to write a series of factors for each row by referring to Gagné's nine events of instruction, which we covered in the last session. I would like you to structure the class from the perspective of how to involve students in Active Learning. It is hard to make out on the slide here, but there is also a space for writing the time required for each content. You should structure the class by thinking of how long it takes for each of its components and by adequately pacing for 90 minutes. For example, what did you write about student activities? (Student)I incorporated group work in the main section to have students list the joys and hardships of becoming a parent, and discuss how to deal with the hardships. (Kurita)I see. Is that done in pairs or in groups of three or four? (Student)Group of about five. I assign them roles of the presenter and the note-taker. (Kurita)I see. This is how Mizukoshi-san incorporated student activities into her class. You can structure the class by combining activities and their explanation like this. If you stick to a one-way manner, all the spaces will be filled up with "explanations", and that would be too much. Using a design sheet helps you visualize the structure, and visualization helps you notice if the design is too much of explanation. Then, you can come up with the idea of combining activities in the class. This is how it works. Now, let's wrap up. It is simple. Using a design sheet enables you to visualize the structure of the class. You can design a class that helps students learn effectively. That's all for this session.
