14 educational model 1 background communicate and

  • No School
  • AA 1
  • 39

This preview shows page 9 - 19 out of 39 pages.

1.4 Educational model 1 . Background Communicate and negotiate with other people in English – NET, colleagues, management levels, parents and people in the community Collaborate and share ideas with other English teachers
Image of page 9
Instruments Rules Division of labor Subject Activity Outcome Community (Engestrom, 1987) ( 山住、 2004) classroom English expressions in the textbook, Japanese / Tests students Learning Goal Text comprehension in the textbook Acquiring linguistic knowledge students’ role in the classroom activity Good test scores Competing with others Strategies for better scores, No relations with others Better university, better job 1.4 Educational model 1 . Background
Image of page 10
Applicable activities Instruments Rules Division of labor Subject Activity Outcome Community classroom Students Acquiring accuracy of linguistic knowledge Participants in classroom communication activity peer learning Trials or rehearsal for authentic activities English expression in the textbook, Japanese / Tests Learning Goal Text comprehension in the textbook Acquiring linguistic knowledge students’ role in the classroom activity 1.4 Educational model 1 . Background
Image of page 11
Instruments Rules Division of labor Subject Activity Outcome Community The task situation English, background knowledge Communication activities Appropriate behaviors based on their role Learning goals: Task LPP social activity Problem-solving Carry out the task Feeling of accomplishment Feedback from the community Learning motivation Role assigned in the task students’ role in the social activities 1.4 Educational model 1 . Background Students Teacher people in the social community
Image of page 12
Dai-yon Yamagata Dai-san Kofu Urayasu Boyo Shoyo Bosei Takanawadai Sugao Gyosei Dai-go Dai-ni Sagami 2 . TDE Program 2.1 Objective and Goals
Image of page 13
High Mid Low ‘real learning’ Instructor Supporter / Supporter Instructor Supporter Instructor Te acher Instruction Student Autonomy Activities Materials Interaction ICT 2 . TDE Program 2.1 Teaching concepts: Teacher’s role
Image of page 14
S S S S S S S S S S S S T T C C S 2 . TDE Program 2.1 Teaching concepts: Interaction
Image of page 15
Situation Community Exposure, Response Extended Activities Topic Vocabulary Grammar Comm. Skills Comm. Activities Textbook 2 . TDE Program 2.1 Teaching concepts: Task Sequencing Goal Supplementary materials
Image of page 16
2 . TDE Program Teachers must be able to… Communicate, negotiate in English with others: JTE and NET colleagues, administrative levels, parents, people in the community Collaborate and share ideas with other English teachers
Image of page 17
2 . TDE Program 2.2 Objective and Goals Objective: Participants will experience learning throug h a variety of interactive situations . These include collaboration within their departmen t, team-teaching with NETs, other JTEs, and increasing the efficiency of student learnin
Image of page 18
Image of page 19

You've reached the end of your free preview.

Want to read all 39 pages?

  • Fall '19
  • nets, TDE, Lake Yamanaka Sessions

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes
A+ icon
Ask Expert Tutors