m2019 Tachiwana01

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Master's Thesis
Development of Teaching Plan Support Tool for Novice Japanese
Teachers - Aiming at Lesson Design with Consistent Learning Goals, Evaluation, and Practice -
Development of Lesson Plan Creation Support Tools for Newly Appointed
Japanese Language Teachers
ÿ For Class Design of Consistent Learning Goals, Evaluation and Practice ÿ
Graduate School of Social and Cultural Sciences, Kumamoto University Department of Teaching Systems Master's Course
183-G8811 Li and Ming House
Main supervisor: Associate Professor Hitoshi
Hiraoka Sub-supervisor: Associate Professor Shinichiro Kubota
Co-supervisor: Prof. Katsuaki Suzuki
March 2020
table of contents
Abstract (Japanese) .................................................. ·······················Four
Abstract (English) .................................................. ·························Four
Chapter 1 Research Overview .................................................. 6
1.1 Purpose of research .................................................. 6
1.2 Background ·········································· ······························································································ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ6
1.2.1 Current Situation Surrounding Japanese Language Schools and Support for Beginners 6
1.2.2 Subjects of lesson plan preparation guidance and guidance personnel 6
1.2.3 Requirements and levels of Japanese language teachers and required expertise 7
1.2.4 Curriculum and Class Content at Japanese Language Schools 9
1.2.5 Current status and issues of lesson plan guidance 9
1.3 Methods ······························································································ ···········································································10
1.4 Significance ······························································································ ··············································································11
Chapter 2 Preliminary Research ······························································································ ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ12
Chapter 3 Development of Teaching Plan Creation Support Tool ···········································14
3.1 Development procedure .................................................. ················14
3.2 Preliminary Survey .................................................. ···················14
3.2.1 Outline of interview ·················································14
3.2.2 Interview Results and Analysis 15
3.2.3 Overview of Analysis of Past Teaching Plans and Feedback 15
3.2.4 Analysis results of past teaching plans and feedback 15
3.3 Development of checklist for teaching plan 16
3.4 Development of lesson plan sheet .................................................. 18
3.5 Other Developments .................................................. ··········twenty one
Chapter 4 Expert Review ···············································twenty three
4.1 SME Review Methodology .................................................. ··twenty three
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4.2 Results of SME review and response ···········································twenty three
4.3 ID Expert Review Methodology ···············································twenty four
4.4 ID expert review results and response ······································twenty four
Chapter 5 Revision of teaching plan creation support tool and creation of manual 32
5.1 Revision of the lesson plan sheet .................................................. 32
5.2 Revision of checklist for teaching plan 32
5.3 Revision of entry example .................................................. 32
5.4 Creation of manuals .................................................................................. .................................................. 32
Chapter 6 Trial Use and Formative Evaluation of Teaching Plan Creation Support Tools 34
6.1 Trial use of support tools .................................................. 34 6.2 Formative evaluation

of newcomers .................................................. 35 6.2.1 Tool Trial Results
35 .................................................. 35 6.2.2 Analysis for formative evaluation
35 .................................................. 36 6.3 Formative evaluation of
mentors .................................................. 37
Chapter 7 Revision of tools following formative evaluation 39 7.1 Revision of the lesson plan
entry sheet .................................................. ····················39 7.1.1 Based on the results of
the trial of the first person .................................................. ················39 7.1.2 Impressions
after first use ································· .................................................. 39 7.1.3 Based on
the trial results of instructors .................................................. 41 7.2 Revision of the
checklist for teaching plan .................................................. 41 7.3 2nd expert
review .................................................. 41 7.3.1 Review Results of ID Experts and Revision
of Lesson Plan Sheets and Checklists 42 7.3.2 Results of ID Experts Review of Usage
Manuals 42 43 7.3.3 ID for comparison before and after using the lesson plan sheet
Result of Expert Review 44 7.3.4 Result of SME Review and Revision of Instruction
Sheet 44 7.3.5 Result of SME review for use manual 45 7.3.6 SME review results for
comparison between before and after using the lesson plan sheet 45
Chapter 8 Research Results and Considerations .................................................. 47 8.1 How

to measure the effectiveness of the teaching plan creation support tool 47 8.2 Checklist
Trial Results 47 .................................................. 47
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8.3 Considerations .................................................. 48 8.4 Research results and future

challenges .................................................. 49
Acknowledgments .................................................. 50
Reference URL•References ÿÿÿÿÿ······························································································ …………51
Attachment
Material 1 Teaching Plan Analysis Result ..................................................

··········································· .................................................. ·····························3 ..................................................
11 Material 4 Lesson plan entry sheet .................................................. ············20 Reference 5 Checklist
for teaching plan ············· .................................................. ·····················30 Material 6 Example of filling in
a lesson plan (conventional version) ································ .................................................. ························32
Reference 7 Example of teaching plan entry (development version)

······························ .................................................. ························33 Reference 8 Comparison before
and after using the lesson plan sheet ····························· .................................................. 36 Appendix 9
Example of filling in checklist for teaching plan 40 Appendix 10 Description of entry example (Lesson
entry sheet and lesson plan checklist) 41
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gist
A novice teacher belonging to the Japanese language educational institution where the author of this paper works and a teacher who instructs the novice teacher.
In order to support the lesson plan guidance conducted among teachers, we developed a lesson plan creation support tool.
Prior to development, a preliminary survey was conducted to clarify the issues of teaching plan instruction.
We interviewed two instructors. For more information, include the author
The lesson plans for the 12 new students who have been submitted to the teacher in charge of teaching at the school where they work, and the feedback on the lessons.
analyzed the feedback. As a result of this analysis, the most common discrepancies between class objectives, evaluation
It turns out that this is a point that has been pointed out. Next, based on the information obtained from these results,
(1) a lesson plan entry sheet, (2) a lesson plan checklist, and their attachments to be used when creating a lesson plan.
(3) Before using the lesson plan sheet, (4) After using the lesson plan sheet, 5) Explanation of the lesson plan entry example, 6)
Before using the lesson plan sheet (ÿ) and after using the lesson plan sheet (ÿ), ÿ Checklist
Developed an example of filling out a list and 8) an example of filling out a checklist.
2 instructional design experts and 2 subject matter experts after tool development
(9) Manual that explains how to revise tools and how to use them based on the results
I created a manual. Then, as a next step, a formative evaluation of usefulness by the novice
The author of this paper used the checklist from the point of view of a person in charge of teaching plan guidance. as a result
Based on this, the support tool was further revised. Once again, an expert review of the revised support tool
conducted a review.
After the review, the revised support tool was used on a trial basis by first-timers and the authors of this paper.
We verified the effect of The purpose of the development of this tool is to enable the beginner to self-check the teaching plan when creating the teaching plan.
We were able to confirm the usefulness of this point in developing a tool that would serve as a guide when again,
As an effect of using this tool, it is possible to reduce the burden of preparing lesson plans, improve lesson design, and improve the quality of lessons.
It also aimed to realize comprehensive, efficient, and effective lesson plan guidance. A certain degree of success has been obtained in these areas as well.
The result was that
Abstract (English)
To improve newly appointed Japanese Language teachers’ Instructional support, the author
developed lesson plan creation support tools for the teachers who belong to the Japanese
language institute the author works for.
Prior to the development, as a preliminary survey to identify the problems of teaching
instruction, the author interviewed newly appointed teachers and lead instructors. To get
more detailed information, the author analyzed previously submitted lesson plans and
feedback for each lesson plan. Based on the information obtained from the analysis results,
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the author has developed the following: ÿlesson plan sheets, ÿchecklists to check each lesson
plan, examples of lesson plan sheets (ÿa lesson plan sheet which includes a sample of the old
versions of the lesson plan and ÿthe new lesson plan sheet. ÿa description of the examples of
the lesson plan sheets and the checklists, ÿcomparisons of the old versions of the lesson plan
and the new version of the lesson plan sheets, ÿexamples of the completed checklist, ÿa
description of each of the examples of completed checklists.
After the tools were developed, a review was conducted for two instructional designers and
two subject matter experts. Based on the results, necessary revisions and also, an instruction
manual were made. As the next phase, formative assessment about usability of all of the newly
revised lesson plan support tools was carried out. And then, the author used the checklist from
the perspective of a lead instructor. Furthermore, in reference to the results, the lesson plan
support tools were revised again.
After expert review of all the revised tools, they were used as a trial between a newly appointed
Japanese language teacher and the author. Then, the effect of the tools were verified. The
purpose of the development of the tools were to develop tools to guide the self-checking of a
teaching plan by a newly appointed Japanese language teacher when creating the lesson plan
and in this point, the validity was confirmed. In addition, the effects of using the tools were
to reduce the burden on creating lesson plans, improve lesson design that would improve the
quality of lessons, and achieve efficient and effective instructional support. In these cases,
certain results were obtained.
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Chapter 1 Research Overview
1.1 Purpose of the research
This research was conducted by a novice Japanese student who belongs to the Japanese language educational institution (hereafter referred to as the Japanese language school) where the author works.
This is done as part of the support for teachers (hereafter referred to as first-time teachers). The purpose of the research is
When creating a plan (hereinafter referred to as a lesson plan) and when a beginner checks his or her own lesson plan
Develop tools to guide. After the development of the tool, it is possible to: 1)
2) I was able to design a better lesson that would lead to an improvement in the quality of the lesson.
3) The author, who is currently in the position of teaching lesson plan guidance for beginners, also uses the tool.
We also verified the three points of whether or not the lesson plans could be taught efficiently and effectively.
do.
1.2 Background
1.2.1 Current situation surrounding Japanese language schools and support for new students
According to a report by the Japanese Language Subcommittee of the Council for Cultural Affairs, Japanese language learners and Japanese language education in Japan
The number of institutions is increasing year by year, and the improvement of the quality and ability of Japanese language education personnel has become an issue.
ing. (2018 "Development and training of human resources for Japanese language education (report)")
In Japan, the shortage of teachers has become a serious problem, and the proportion of first-time teachers has increased.
As a result, the burden of instructing new students and maintaining and improving the quality of classes have become issues. devil
In addition, there are also first-time students who lose confidence due to the burden of class preparation and failures in class, and leave the job in the middle of the semester.
be seen.
The training and support for first-timers after they arrive is up to each school.
There are various laws, but guidance on creating lesson plans is generally carried out as part of class improvement. for example,
In university teaching courses, students create teaching plans before mock classes, and share teaching plans with the university during teaching practice.
It is an initiative to submit first and receive guidance. This initiative is the author's group.
It is also conducted as a part of the training for new employees, and the new employees
The teacher who is in charge of guidance for the new student (hereafter referred to as the guidance officer) submits the lesson plan to the teacher, and the guidance officer
and to point out points for improvement one-on-one and encourage improvement.
assistance is being provided.
1.2.2 Subjects of lesson plan guidance and guidance staff
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At the school where I work, we are targeting students who have less than two years of teaching experience at a Japanese language school in Japan.
Teaching guidance for half a year. In principle, the teaching plan for all the classes taught by the first-time teacher
It is supposed to be submitted to the person in charge one week before the class, but depending on the number of years of experience and circumstances of the first person
It may change accordingly.
The person in charge of instruction is a full-time instructor called a full-time instructor.
The number of people in charge varies depending on the number of people enrolled. As a teacher,
It is based on experience and individual training, and is a qualification that is established to guide beginners.
There is no Curriculum creation, teaching material development, class observation for evaluation at the school where the author works
The person who conducts such activities is mainly in charge of guidance. So far, about 7-8 years of experience in teaching Japanese
However, in recent years, due to an increase in the number of first-timers, even those with little educational background have been instructed.
There is also a situation to do so. For this reason, instructors who are not accustomed to lesson plan instruction
For me, it is a process of trial and error, and it can be said that it is a heavy work load.
1.2.3 Requirements and stages of Japanese language teachers and required expertise
The main requirements for becoming a Japanese language teacher at a Japanese language school are to satisfy one of the following three points.
It is required to fill 1) Take a course related to Japanese language education at a university or graduate school
2) Have passed the Japanese Language Teaching Competency Test 3) Have a bachelor's degree, and
Appropriate Japanese language education training for 420 credit hours or more and completed.
who At the Agency for Cultural Affairs, the levels of teachers (Table 1), the required expertise (Table 2),
Japanese language education coordinator/chief teacher (Table 3) and required expertise (Table 3)
4) is defined as Applicants must also possess the qualities and abilities required of Japanese language education specialists.
As a qualification for Japanese language teachers who
There is no official qualification system to prove the qualifications and abilities of Japanese language teachers. In this way, Japanese teachers
There are multiple training institutions for becoming a teacher, and the curriculum is different.
Since there is no systematic evaluation system in place,
The current situation is that there is also variation in power.
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Table 1 Teacher stages
Table 2 Expertise required at each stage
Table 3 Japanese Language Education Coordinators and Chief Teachers
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Table 4 Required expertise
1.2.4 Curriculum and lesson content at Japanese language schools
Since the establishment of Japanese language schools is related to obtaining student visas for learners, the Ministry of Justice (Immigration
administrative agency) to apply for permission. However, regarding the content of classes held at Japanese language schools,
Although there are fixed number of class hours per year and per week,
As a result, we will establish classes suitable for providing Japanese language education according to the purpose of Japanese language learning.
Each school can decide on its own just by saying "to be".
The Ministry of Justice stipulates that a student with a student visa can enroll in a Japanese language school for up to two years.
and many Japanese language schools provide preparatory education for entering higher education institutions.
Therefore, it is required that students acquire Japanese proficiency to the extent that they can study at a higher educational institution in two years.
Therefore, in general, at the beginner level, which is about half a year after entering the school,
In the next half year, the intermediate level will focus on more complex content.
It will shift to the direction of developing reading and writing ability aiming to be able to understand and,
After that, you will be able to understand more abstract and advanced content, use more appropriate treatment expressions,
It is common for classes to be held with the aim of being able to communicate about social themes.
is.
1.2.5 Current Situation and Issues of Lesson Plan Guidance
As a challenge for beginners, it takes time to create a teaching plan, and submission is the day before class.
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The day before class, receiving feedback on many points can be a burden.
Insufficient knowledge and class structure are affecting the quality of classes.
Issues faced by instructors include many corrections and time-consuming instruction, teaching proposals for the next day's classes
is submitted in the afternoon and is busy checking. In addition, the ability to guide teachers
There are also situations where teachers who are not enough are in charge of instruction and provide lesson plan guidance, and in terms of effective guidance
is also becoming an issue.
Regarding the preparation of the lesson plan, we will use it to improve the lessons for the Japanese language teacher training stage and the beginning stage.
Hints and advice are taught in a conversational style, procedures for lesson design are shown, and exercises are possible.
There are various examples of how to write lesson plans, and explanations of how to write lesson plans.
has been printed. However, although it is good to learn all of them carefully, they are not things that can be used immediately in the field.
From this point of view, there are many things that are not suitable for beginners who are busy preparing for tomorrow's class today.
Seem.
1.3 Methods
In this study, I focused on grammar classes among the classes offered at the elementary level at the school where I work.
Develop a tool to be used in teaching plan guidance. The main material at this beginner level is the grammar syllabus.
"Basic Japanese for Those Going to Higher Education" (Japan Student Services Organization, Tokyo Japanese Language Education Center)
So, learners who have finished learning hiragana learn mainly about 200 grammars over half a year.
Beginners are often in charge of beginner classes at first, and although it varies from person to person, there are 4 classes per week (1
50 minutes) to 12 classes. There are mainly four classes per day. this
As a general rule, students are supposed to submit lesson plans to their instructors at least one week before the lesson.
After submission, they receive feedback via email and face-to-face. And after class, look back
Take time to check what went well, what could be improved, and what questions you have.
In this research, assuming use in this lesson plan guidance, (1) a lesson plan entry sheet and (2) a lesson plan checklist
Developed a teaching plan, and attached examples of how to fill in the lesson plan ((3) Before using the lesson plan entry sheet and (4) After using the lesson plan entry sheet), (5)
Explanation of examples of entry sheets, ÿ Comparison before and after using the lesson plan sheet, ÿ Teaching plan checklist
Examples of how to fill out a list, 8) Explanation of checklist usage examples, and how to use these tools and materials
A total of 9 items of the explained ÿ manual were created. Open the lesson plan sheet and lesson plan checklist
In order to start the research, we will discuss one of the theories of instructional design, Gagné's 9 professors.
It was designed based on the three questions of Elephant and Mager. 9 Teaching events indicate the basic flow of class structure.
10
It is the work of the teacher to prepare the external conditions that support learning (Suzuki
2017 p.68). Mager's three questions "Where are we going?" and "How do we get there?"
“How do you get there” and “How do you get there?” are the most important indicators of course design
is. (Suzuki 2017 pp.21-22)
Aim for a lesson design that is consistent with the barrel).
1.4 Significance
By using a tool developed to assist newcomers in preparing lesson plans,
If the burden of creating lesson plans is reduced, and if we can design better lessons, we will be able to
This not only creates a situation in which it is easy for students to continue working, but also maintains the quality of classes as a school.
It will also lead to maintenance and improvement. In the preliminary survey of this study, the goal and evaluation
Discrepancies in value/practice proved to be a challenge, but continued use of the tool
In this way, students will be able to create lesson plans in accordance with the basic flow of lesson design.
It is also expected that they will learn how to write lesson plans that are consistent with their value and practice. Also, guidance
If the burden of teaching lesson plans is reduced for the person in charge, it is possible to use that amount for other work.
I think it will be
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Chapter 2 Preliminary Research
Prior research includes teacher training at elementary schools, practical training in Japanese teacher training courses, and training for first-time teachers.
, efforts to improve lessons through mock lessons and teaching plan guidance before practical teaching
It has been reported. In addition, the Hiroshima University Graduate School's "Fundamentals and
Continuing Research on the Development of a Beginner Training Support Program that Builds a Foundation”
As in the case of the training for beginners, students write lesson plans and receive guidance.
efforts are being made to Similarly, Kim Sook-young et al.
-What I learned from studying the contents and methods of teaching-”
Lesson plans are prepared during the course, and lesson plan guidance is provided as support for teachers after they go out to the field. But long
In addition, there were reports on activities such as teaching practice and improving while looking at teaching plans brought together by each other.
Much less research has been done on reducing the burden.
Many Japanese language schools in Japan have a grammar syllabus that builds up from simple sentence patterns to complex sentence patterns.
Classes are conducted in Japanese, with a focus on A new sentence pattern, along with the context in which it is used
Show example sentences in Japanese that learners can understand, and once they understand the meaning, they can practice saying them
The flow of this class is to practice using it once you become familiar with it. Can speak at elementary level
Since the aim is to make students become like
As for the development of checklists for classes, refer to Nakamura (2018), “Improvement of leadership skills in teaching practice.
Fundamental research for the development of a checklist”. In this study, the Japanese
The necessary items for creating a checklist that trainees can use in the PDCA cycle
The aim is to clarify, especially focusing on Plan-Do that connects theory to practice.
We propose to create a checklist that can be However, it is still required by the Plan.
Only the stage at which essential items were identified was reported. developed in this research
Tools such as a lesson plan entry sheet and a checklist for introduction and practice of grammar patterns for beginners
It could be an effective tool to support first-timers in the field of Japanese language schools.
think about how
Regarding the lesson design that is consistent with the learning goals, evaluation, and practice aimed at in this research, the effect of education and
Instructional design, which is a systematic method and process for increasing efficiency and attractiveness
clarification of what the learning goals are, how to measure achievement of the goals,
It is important that there be consistency in the three elements of how the goal is reached.
is said to be necessary. Suzuki (2017) also states,
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It is possible to design the next practice while preventing the gap between the goal and the practice and always referring to the degree of achievement of the goal.
It will be possible." In previous research on this point, there is
Research on procedures for matching learning objectives, learning content, and evaluation methods
Design and development of e-learning teaching materials for training university teachers who can be educated - Teaching policy, learning goals, learning content, and evaluation
(Nakajima et al. 2016) and “Increase the consistency between ``learning goals'' and `èvaluation methods.''
Development of syllabus creation support tool for
-"and so on.
In this study, the most important lesson design is a lesson design that is consistent with learning goals, evaluation, and practice.
Development and evaluation of support tools for planning based on instructional design theory
It is what I did.
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Chapter 3 Development of Teaching Plan Creation Support Tool
3.1 Development procedure
Table 5 shows the development procedure. Prior to development, the author's working
We conducted interviews about teaching plan guidance to new teachers and experienced teachers. Next, the author
Lesson plans that I have received so far, feedback on those lessons, and collected from my colleagues
Analyze lesson plans and feedback and use these results to develop lesson plan sheets and checklists
reflected in This lesson plan sheet and checklist consist of Gagné's 9 teaching events and Mager's 3
It was created based on two questions. Next, create an entry example for each checklist and entry sheet,
An expert review was conducted on the developed materials, excluding the sample teaching materials before using the entry sheet. That
After that, we revised the tool based on the review results and created a manual on how to use the tool.
rice field. A formative evaluation was conducted on the revised tool by trial use by two newcomers, and based on the results
Further revisions were made. Then another expert review to improve the tool and finally
The tool was used on a trial basis between the supervisor and the person in charge of guidance (the author of this paper) to verify its effectiveness.
Table 5 Development procedure
3.2 Preliminary
Survey 3.2.1 Outline of Interview
As a preliminary survey for tool development, we extracted the issues for novice teachers and supervisors in lesson plan guidance.
We conducted one-on-one face-to-face semi-structured interviews aimed at The subjects were 3 novice Japanese language teachers
and 4 people with teaching plan experience from 2 Japanese language schools to which the author belongs.
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Two of them have completed half a year of instruction, and one has started teaching at our school from April 2019.
At the time of the interview, he was receiving guidance on lesson plans. One person in charge of instruction has 3 teaching experience.
1 year, 6 students so far, another 1 about 1 year, 3 students, 2 other 6 months, 2 students and 1 student is.
The pre-determined questions for first-timers are: 1) teaching experience 2) level of class assignment 3)
4) Lesson plan submission situation 5) Difficulties in creating lesson plan 6) Impressions of teaching plan guidance in
general teeth,
1) Teaching experience 2) Responsibility level of new teachers 3) Things they often pointed out 4) Problems and
difficulties in making lesson plans for new teachers 5) What was difficult or difficult in teaching lesson plans 6) teaching plan
7) 7 items about the ideal lesson plan guidance.
3.2.2 Results and analysis of interviews In
addition to grammar, the lessons offered at the elementary level include reading comprehension, listening
comprehension, and writing comprehension. I answered about the teaching plan.
Content taught in class by beginners, such as how to create example sentences and practice methods for introducing sentence patterns based on the answers
At the same time, it was found that they felt difficulty in class design itself, such as how to write lesson plans, how to
set goals, and how to allocate time. Regarding the results of interviews with academic advisors, there were responses
such as that the writing style of the teaching plan itself was different from what was required, that the overall class
design was not done, and that the learning goals and practice did not match. I feel
It turns out that I feel a common problem with. On the other hand, what is not written in the teaching plan
Checks were omitted without realizing it, and I was nervous about how to instruct corrections and feedback
I also found out that I feel a different difficulty than the first person.
3.2.3 Overview of Analysis of Past Teaching Plans and Feedback
In addition to interviews, what kind of points do beginners find difficult in teaching plan guidance?
We collected past teaching plans and feedback to get more information about. So far, the author has submitted lesson
plans for 7 of the first-time teachers who have been in charge of teaching plans, and 5 have been submitted by
colleagues as teachers, for a total of 12 people. Total of 4 lessons from 34
batches were analyzed.
3.2.4 Analysis results of past teaching plans and feedback
Many of the comments on the teaching plans for the 12 students were related to lesson design,22 and grammar.
21 were related to introductory example sentences, 18 were related to practice, and so on. The analysis results are
shown in Appendix 1.
Regarding lesson design, 7 without an introduction or summary,
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There were 6 vague goals such as "be able to speak" or "can use the relevant grammar", and 4 were inconsistent between
goals, evaluation, and practice. Since there were a total of 10 points regarding goal setting, evaluation, and practice, we
determined that the discrepancy between goals, evaluation, and practice was a major issue in the preparation of teaching
plans by new teachers. The next most common points related to example sentences were 4 points that the setting of the
example sentences and the example sentences themselves were unnatural, 3 points that the number of example sentences
for each grammar was small, and 3 points that the example sentences were difficult to understand. Not familiar, not concise, etc.
was there. Regarding practice-related matters, only what to practice is written, but not
how to do it: 4;
2 etc. is written only as "practice".
3.3 Development of checklist for

lessons
developed a checklist. The aims of the development are 1) to be able to refer to the lesson
plans before, during, and after the creation of lesson plans using the lesson plan entry sheet
developed at the same time, and 2) to follow the flow of the lesson. 3) The teacher in charge of
the lesson plans checks the checklist and the lesson plan entry sheet submitted by the first-time teacher,
It is to be able to point out the place.
At the time of development, based on Gagné's 9 teaching events (Table 6), a list was
created under the title of "check items" (Table 7). 9 According to the flow of teaching
events, it is divided into three sections: “Introduction,” “Development,” and “Summary.” 1
to 3 of “Introduction” were changed to “Planned” in “Check items”. "Expansion" is "grammatical
It was divided into “Introduction”, “Practice”, and “Feedback (FB)”, and the expression was changed according to the characteristics
of the target class. Of the 9 instructional events, 4 and 5 are "Introduction to Grammar", 6 is "Practice", and 7 is "Feedback (FB)".
and The reason why we changed the expression and increased the number of items in the "check items" was the analysis of the lesson plan.
This is to reflect the results. For example, “4.

``5. Give guidelines for learning'', ``Prepared at least three example sentences for each
grammar''
I drew it." In addition, ``6. Providing opportunities for practice'' was `àssembled a step-by-
step practice from practice 1 to practice 4,'' He said, "I tried to make sure that it didn't
become a bottleneck," and "I wrote down the purpose of the activity." “7. Giving feedback”
consists of “I planned how to give feedback” and “How to check the results of the class”.
planned or planned”. In the “Summary” section, “8. Evaluate learning outcomes” is “We set
up a scene to confirm what we have learned today,” and “9. 3 items: "I set up a scene to
review" and "I planned to guide the next learning."
set eyes.
9 In addition to the “check items” created based on teaching events,
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A checklist consisting of 15 items was created as "points to note when creating a lesson plan".
These were designed to cover the difficulties in preparing lesson plans that were identified through interviews and
analysis of lesson plans conducted as a preliminary survey. These points are different from "check items" and
include items that cannot be judged objectively as to whether or not they have been planned.
These are the points to keep in mind when creating lesson plans based on my experience in teaching lesson plans.
The purpose is to enable students to improve their teaching plan by themselves by self-checking later.
The whole checklist has separate columns for use by beginners and instructors.
There is a column for writing the "teaching plan serial number". This is the serial number assigned to the right end
of the entry column of the lesson plan sheet, and it is linked to the reason why you marked "ÿ" on the checklist.
It is becoming There are some items that have numbers already written in the serial number column. this is,
This is because the content of the check items and the column of the lesson plan entry sheet are fixed, so that the
first-time teacher can save the trouble of filling it out. As for how to use the checklist, put "ÿ" above the number
and so on.
Table 6 Table 7
The users of the checklist are the first-time students and the person in charge of guidance, and use it in the following procedure. note that,
Revised teaching plans will not be required to be resubmitted before class unless there are special circumstances, and will be reviewed after class.
It is assumed that
Instructions for first-time users
1) Before creating a lesson plan, read "Points to note when creating a lesson plan"
2) Read through the "check items" before starting to create a lesson plan, and if necessary,
Browse checklist
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3) After preparing the lesson plan, check the contents of the lesson plan with the
checklist 4) Revise the lesson plan as necessary
Procedures for use by teachers in charge of teaching plan guidance
1) Confirm the lesson plan entry sheet and checklist submitted by the new student
2) If there are any points to be corrected, indicate the items on the checklist by
number. 3) If necessary, add comments as before and return to the first person.
3.4 Development of a lesson plan entry
sheet Similar to the lesson plan checklist, we developed “Introduction,” “Development,”
I was able to make a lesson plan for elementary grammar in the order of "first". In addition, I made it possible to plan with awareness
of Mager's three questions: "Where are you going?", "How do you know if you have arrived?", and "How do you get there?" The
aims of the development were 1) to ensure consistency in the learning objectives, evaluation, and content by filling in the frames,
and 2) to complete the lesson plan by filling in all the details.
It is to be able to cover the information necessary for the image. 3) so that the exercises are properly structured
It is to become
The entry sheet was created in Excel. A sheet for filling in basic information and a sheet for filling in class content
The areas with a light gray cell background are the areas where you can select options from the drop-down list, and the areas
without color are the areas where you can fill in the information yourself. In addition, when a cell is clicked, input advice
corresponding to that location is displayed in a pop-up. two
There are a total of 18 different types of sheets, for a total of 32. The contents are shown below. item name and code, respectively.
It is the content of the pop-up message enclosed by Ron (:).
Learning items: Check the content of the class before and after the part you are
in charge of.
Let's check if there is
•Let's check sentence patterns that are similar or related to the learning items of this lesson. ancestor
After understanding and sorting out the commonalities and differences between them, you will be able to
introduce the learning items for this lesson.
Related sentence patterns/similar expressions: Check sentence patterns that are similar or related to the learning items. After
understanding and sorting out the common points and differences between them
Let's make it possible to introduce the learning items of this lesson.
Learning Goals: · Plan to match learning goals, assessments and course content. This learning objective
Let's select the corresponding one in the "Evaluation" on the right.
•Set your learning goals according to the number of grammars you will be dealing with.
Assessment: • Plan your learning objectives, assessments, and course content to match. First, the left
Select the evaluation that corresponds to the "learning goal" selected in the column.
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•Before considering the content of the lesson, consider how to measure whether or not the learning objectives have been achieved.
Let's decide to
Also, on the right end of the lesson plan entry sheet, there is a "serial number", which you can check with a check sheet.
This serial number is entered when checking. This makes it possible to know where to look for the grounds for
checking. In addition, the teacher in charge of the lesson pointed out the serial numbers and suggested improvements.
I made it so that it can also be used as a request.
“Basic information” includes class dates and classes, as well as prerequisite knowledge that was found to be insufficient
in the preliminary survey, related sentence patterns and similar expressions, learning goals for each grammar, and
corresponding evaluation columns. was established. Items that must be filled in on this sheet are indicated in blue, and "* blue: mandatory
eyes," he said.
The learning objectives for each grammar are as follows:
Be able to correctly answer example questions to check whether you have understood the precautions for use.”
and ``can make correct sentences with teacher and other learners using example situations and words''. This is
because some grammars only need to be known for their meanings and forms, while others require practice in
order to be able to use them. Next, as exercises, ``can change verbal and pictorial cues (word level) into the correct
form'', ``can receive verbal and pictorial cues and say the correct sentence without a pause'', and `` Can accurately
say the utterances of characters imaginable while looking at about 10 pictures or photographs using the relevant
grammar”, “Can accurately speak about 2 turns of interaction using the relevant grammar without looking at
anything”. We have set up four stages: This is because it is difficult to set the difficulty level of the practice in the
preliminary survey, it is difficult to assemble the practice, it is difficult to understand why the practice is being
conducted, and it is not possible to see the relationship between the practice and the next practice. This is to
improve the problem of And if the learning goal is, for example,
I found it difficult to set appropriate goals because they were ambiguous, such as "I can use grammar." In addition,
a diagram is shown at the bottom of the “Basic Information Sheet” so that you can visually understand that these
goals have been raised through the stages. In many cases, the evaluation method was not considered at the
planning stage.
The evaluation method can also be selected from the drop-down list.
There are four sheets to fill in the contents of the class: "Introduction/Grammar 1", "Grammar 2", "Grammar 3", and "Grammar 4".
prepared. Since the number of grammars to be handled varies depending on the piece you are in charge of,
I made a lot. For example, if you are creating a teaching plan for a class that deals with two grammars, use "Introduction/Grammar 1",
Use "Grammar 2". “Summary” is provided at the end of each sheet except “Basic Information”, so
It can be used on any sheet that requires it. Cells with a blue background on each sheet are required items to be filled in,
and are indicated on the top of the sheet with “* blue background: mandatory items”.
The introductory part of the "Introduction/Grammar 1" sheet is the
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It corresponds to 1 to 3. For the introduction of grammar, we made it so that students could choose the same
goal as the "introduction goal" set in the "basic information" section. This is intended to make it possible to
think about the content without deviating from the goal. Also, to avoid having only one example sentence,
There are 3 spaces for writing. Furthermore, in the conventional teaching plan, it was difficult to understand whether it
was a teacher's memo or a message to learners, so I decided to write down classroom activities as "teacher's memo".
distinguished from
In the grammar practice part, we set detailed goals for each practice so that it would be easier for students to be aware of
what they are aiming for and what they should do. Also, how to make the practice, the results of the practice against the goal
"Procedures/Methods" and "Feedback" columns are provided so that you can describe how it is.
The “Summary” sheet has “Evaluation/Learning Goals” and “Review”.
We reconfirmed the practice goals and feedback, and made it possible for participants to choose whether to
hand over the inadequacies to the next person in charge, or to fill in by themselves as "others." In the “Review”
column, we made it possible for students to select whether they wanted to check what they had made a lot of
mistakes in, or give advice on studying after class, or “Other”.
The input message that appears when a cell is clicked is as follows.
Teaching materials: Check whether the method of using supplementary teaching materials
is appropriate, efficient, and effective. Reminder: Grab the learner's attention and interest
before starting the class. Review (teacher activity): Review what you have done in the
previous lesson and the knowledge that is a prerequisite for the grammar to be introduced.
let's
Goal presentation (teacher activity): Tell the students what they are going to do and what they are going to do. See basic information
Present here the same learning objectives that you chose in the
Time: Make sure your time allocation is appropriate
Example sentence (teacher's activity): •Plan grammar introduction by referring to ``learning goals for grammar introduction'' in ``basic information''
let's stand
•Make sure that the words and expressions you are going to use are
already learned.
Introduction to grammar (points to note/aims):
•Goal 1 Understand the meaning, form, function, rules for making sentences, structure, and notes on usage.
I asked them to solve the example for each point and choose the correct one.
and change it into the correct shape.
•Objective 2 Present the situation and words and use the grammar with the help of the teacher and other learners.
Let me check if I can make a sentence correctly
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Teacher's memo (meaning): Clarify what to teach and to what extent when there are multiple forms and usages of connections
let's keep
Exercises (learner activities): •Write down the exercises, cues, and problems in detail.
•Practice such as thinking about the consequent of a sentence, talking about people close to you, etc.
Clarify the purpose of the activity
•Check if the words and expressions you are going to use are already learned
•Try to avoid monotony •Take measures to motivate students• After practicing
as a group, nominate an individual to answer, first practice in pairs,
Let's plan concrete procedures and methods for practice and activities such as
•Please also fill in the instructions to the student.
Practice (points to keep in mind/aims): This is a required item. Clarify the purpose of practice and activities.
Wrap-up (learner activity): Always plan a “wrap-up” at the end of the lesson. Class flow
This is the “summary” part of “introduction ÿ deployment ÿ summary”
Please fill in the last sheet if you continue after the first. )
The user is a first-time user and uses the following procedure.
1) Fill in the basic information and make a lesson plan while matching the achievement goals of grammar introduction and practice.
fill in the picture
2) Use the required number of sheets according to the
number of grammar introductions 3) Write the "serial number" on the right end in the checklist, checklist and lesson plan entry sheet
link the contents of the
3.5 Other Developments
After preparing the lesson plan entry sheet and the lesson plan check sheet, I added explanations to each entry example
and entry example, compared the conventional lesson entry sheet and the newly developed lesson entry sheet, and all the tools.
A manual on rules and materials was created. Details of each development are described below.
First, there are two types of entry examples related to the lesson plan entry sheet. This entry example is a plan
for one grammar class (50 minutes). It is. It is used for reference when necessary when actually filling in the lesson
plans. Next, the explanations of the entry examples using this new entry sheet explain the points in planning the
lesson and the intention of filling in each item, so be sure to read it once. Seeking. Then, regarding the comparison
of the two types of entry examples, what would happen if the developed entry sheet was used, and what part could
be improved?
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In order to show how it works, I have described the key points in comparison. While the explanation of the entry example
is an explanation of how to write it, here is what is possible by filling in each item of the developed entry sheet, what is
the purpose of asking for entry, etc. I'm starting to understand
be. Therefore, it is assumed that it will be used when you want to understand the entry sheet better or to increase your
motivation to use the entry sheet.
Related to the checklist for filling out the lesson plan are examples of checklist entries and checklists.
There are some examples of list entries with additional explanations. The entry example shows the correct entry method.
explains the usage, procedure, meaning of check items, etc.
Finally, the manual is a 9-page guide to the support tool, consisting of “Introduction,” “Instructions,”
This is a Q&A format for four items: "Outline of the tool for assisting students in creating lesson plans", "About creating a
lesson plan", "How to create a lesson plan", and "How to use the support tool for creating a lesson plan". Provides an
overview of the support tools and other ancillary materials, how to use them, when to use them, and why to use them.
It is possible to look at the table of contents and read only the necessary parts.
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Chapter 4 Expert Review
To check the accuracy of the contents of the lesson plan checklist and lesson plan sheet
We asked a specialist in teaching (SME) and instructional design (ID) to review. SMEs,
A total of 4 ID experts, 2 each, cooperated.
4.1 Method of SME review We
requested a review of a total of 3 items: a checklist for the lesson plan, a lesson entry sheet, and an entry example
for the lesson entry sheet. I filled it out and sent it back. The other person was interviewed face-to-face about the
contents of the review form.
I checked by asking.
4.2 SME Review Results and Responses
A table summarizing the results is shown in Appendix 2 (Review Results and Responses). "ÿ" in the table is a review
Represents the response in response to Regarding the response to this review, take out below and respond
Categorized by law, review questions for each tool, reviews for them, and reviews
described in order of correspondence.
1) Fixed points
About the lesson plan entry sheet
Q: The learning goal of the “basic information” exercise is set as a goal to be able to use the grammar.
Is it appropriate?
A: What should I do when my practice goal goes up (practice other than the target on the sheet, etc.)?
ÿ Added "Others" so that it can be set as appropriate.
Q: Do you think that using this lesson plan sheet will reduce the burden of creating a lesson plan?
A: The fact that some sheets such as goals and evaluations are pulled down leads to a reduction in the creation load.
I think. It is premised to convey the intention of the sheet and each item to the beginner, so
I had the impression that a manual, etc., would also be necessary.
ÿ Create a manual.
A: At first, there are many things to be conscious of, and I think it will take time, but once you get used to it, it will go faster and the quality of the class will improve.
I think it will go up
ÿ At the stage of use, adjust the degree of support according to the state of the newcomer.
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Entry example (teaching plan entry sheet)
Q: Is the content written in an easy-to-understand manner?
A: In the lower row, it becomes difficult to distinguish between teacher and learner activities.
ÿ Fixed the top row of the worksheet using the freeze window frame function.
Free description field
•It may take time to get used to it, but it will be the same for other lesson plans.
•In addition to the entry examples, it would be even more attractive if there were manuals for beginners and instructors.
•It would be good to pursue how to use it without stress.
ÿ Create a manual.
•There are some doubts as to whether this will reduce the burden on first-time applicants due to the large number of entries. Future evaluation of newcomers
I want to know
ÿ Have the first-timers compare the current sheet with the conventional one.
2) What we want to work on as future issues
•It is good that first-timers can notice specific improvements every time and set small goals.
ÿ By repeating “setting small goals”, you will be able to design lessons without a lesson plan sheet.
I would like to make it a challenge in the future to become more like this.
4.3 ID Expert Review Methodology
A lesson plan checklist, a lesson entry sheet, and a lesson entry checklist for the two students who cooperated
We will send a review form for a total of 4 points, including the entry example of the lesson plan entry sheet, fill it out, and return it.
I got it.
4.4 ID Expert Review Results and Actions
A table summarizing the results is shown in Document 2, which is the same as 4.2. "ÿ" in the table indicates response after receiving a review
show. This response is extracted below, classified according to the response method, and reviewed for each tool.
Write in the following order: question items, reviews for them, and responses to the reviews.
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1) Fixed points
Q: By using this sheet, I can make a lesson plan that is consistent with learning goals, content, and evaluation.
do you think it will
A: It would be nice to have an "introductory material" that shows at a glance what to look at in what order and what to do.
Isn't it? Also, why you need to introduce this tool and why it is good to use it
If it describes what you can understand, it will motivate beginners to use it.
ÿ Create a manual. Also, the reason for using this tool is described in the manual.
Q: Do you think you can cover the content you need in your lesson plan?
A: There are no specific cues or details of teaching materials, so if you are a beginner, there is a detailed teaching plan separately from this.
Is it necessary?
ÿ Expand the frame so that you can write concretely.
A: One of the learning objectives is "understandable." If you want to keep this, you need to justify it. devil
In addition, since the goal is to be “understandable,” the design of the “evaluation method” is difficult for beginners.
squid.
ÿ The goal is to understand the meaning, form, function, rules for making sentences, structure, and notes on usage.
can correctly answer an example question to see if they were able to
be.
Q: Is it easy to understand what to write in the entry column?
A: How to use the sheet itself is a little confusing. Which sheets other than "basic information"
It can be confusing to know how to use it.
ÿ Explain in the manual what to enter for each item.
A: At first glance, I was quite confused. There were some things I didn't understand just by looking at the manual and examples. example
For example, we don't know what a "tuple" is and why we choose from a fixed set. of feedback
There was something like a choice in the margin, but I don't know what this is. versatile tools and
There is not enough explanation to distribute it.
ÿ There were some differences in the wording of “group” and “class”, so they were unified. marginal dropda
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Move the original data of the download list to another sheet. Also, assuming use at the school where I work
However, we will create a new explanation of the entry example and a comparison of before and after using the lesson plan entry sheet.
Q: Do you think that using this sheet will reduce the burden of preparing lesson plans?
A: I think the load will decrease as you get used to it. On the other hand, someone who doesn't know anything about ID
And you may be troubled by "why to use it" and "how to use it".
ÿ Add explanations in the manual.
About the lesson plan checklist
Q: Do you think it can be used at each stage before, during, and after creating a lesson plan?
A: Is it difficult to visualize how and when to use it?
was Differences between things to consider and check items, how to use them, are there any differences in the timing of using them, etc.?
I think that it is easy to use if there are instructions.
ÿ How to use is shown in the manual.
Q: Do you think you can self-check the contents of the lesson plan according to the flow of the class?
A: I'm wondering if the descriptions for Points 4 and 5 are sufficient.
ÿ Add explanations about goals and evaluations to the manual in case you set goals other than the options.
I get it.
Q: Is the expression of the checklist easy to understand?
A: The check items are written only vaguely. The meaning and examples of each item are explained in advance through training, etc.
I think you will understand if you are taught. Detailed explanation is required if no prior training is given.
ÿ Explain the checklist in detail in the manual. Also, review the expression again,
If there are expressions that are difficult to understand, correct them.
A: You can design correct goals and evaluations just by reading points 4 and 5, or you can write them separately.
It should be explained in reading material.
ÿ How to use is shown in the manual.
(others)
A: In order for beginners to use it as an “intellectual skill,” it is necessary to ask “why is it important?”
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Wouldn't it be better if there was a description that was simply understandable?
ÿ Describe in the manual.
About entry example
Q: Is the example easy to understand?
A: The serial number may not be intuitive. Explain what to put in when
It is easy to understand that there is
ÿ Explain in the manual.
A: It's hard to understand that "Please see page 65 of the textbook" is an example sentence. Also,
The instructions are in the teacher's memo column, so you may forget to explain.
ÿ Review the example sentences. I have the basic knowledge of how to make a te-shape, so I will check it in the review of the introductory part.
However, the contents of "Confirm" in the "How to make" column of the teacher's memo do not match.
so I will fix it.
A: The relationship between the "basic information" line 6 "learning goal of grammar 1" on the entry sheet and the learning goal from line 11 onwards
I didn't know what this was. I don't know what the serial number is and what it's used for.
I didn't get it. Need a how-to guide.
ÿ Explain in the manual.
Q: Do you think the sample entry will be helpful if you are unsure of how to fill it out?
A: It will be easier to understand if the example is written in comments as to why it is written that way.
I think it's easy.
ÿ Add an explanation to the entry example.
Q: Looking at the entry example (teaching plan entry sheet), images of before and after using the lesson plan entry sheet come to mind.
Kuka.
A: I didn't quite understand the intent of this question. Who is the image for?
ÿ After requesting a review, we created a document comparing before and after use.
•The checklist has only a small space for instructors to fill in.
I do not know where the process of how the content was improved after that is recorded.
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did not
ÿ It was assumed that the instructor's comments would be written in the text of an email or communicated verbally face-to-face.
If you need space, you can fill it out on the next page and think it's fine.
rice field. If the amount of writing is limited by this frame, expand the frame. after that
It is assumed that how it has improved will be confirmed in the review after the class.
was added to section 3.3 Teaching plan checklist.
2) respond differently to the opinions of the reviewers;
Q: Do you think that using this sheet will reduce the burden of preparing lesson plans?
A: I think there will be less interaction with coaches. Since there will be more things to create other than the lesson plan,
I don't think it will lighten the load, but it will add strength.
ÿ Check the checklist to read feedback from the tutor and
If you think that rewriting will be reduced, the load will not be relatively reduced
I think.
Q: Do you think that using this checklist will reduce the burden of teaching lesson plans?
A: Since you can see where the beginner intends to reflect each consideration,
I think it will be cheaper. However, there is no specific explanation or practice content, so I can't judge.
I think that the.
ÿ I can't write specifically because what I learned in the previous lesson is different each time.
Instruct them to write specifically where
A: If there are many points to be careful about, I think that it may be better to narrow down the aim and give guidance.
ÿ Concerning the point that it is better to focus the instruction,
According to the manual, it is also possible to give instructions intensively on the parts that need to be
An explanation was added as part of the Q&A.
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•On the whole, this is a grammatical stacking elementary class teacher at a certain Japanese language school.
I felt that it was a tool specialized for and lacked versatility. If used only within one organization
If the purpose is to assure the quality of education, use manuals for points and procedures for each section.
Isn't it a story that can be done if you keep it in mind? Consider the order, scope, and vocabulary to be introduced.
I presume that it has already been decided.
ÿ This tool is a specialized tool for instructors of grammar-accumulating beginner classes at Japanese language schools.
It aims at the development of rules. For the points of each lesson, refer to the “Grammar Notes” for teachers.
The school created its own “To” and distributed it to all the teachers in charge.
The schedule of the class is also decided what to do, but the assembly of concrete contents and
The teaching method is the responsibility of the teacher in charge, and there is a current situation where support is required. manual
The fact that you can't plan a lesson just because you have a lesson plan is that commercially available teaching materials have a teacher guide.
Even though a model lesson plan is presented, the lesson does not proceed as planned.
I think it is the same as not being able to do so.
•The contents of the PPT and practice printouts are not written, but even if the school uses standardized
If so, I don't think it's necessary to go out of your way to check it with a checklist. To improve the abilities of newcomers
If you are going to make each person think for the purpose, the explanation written on this sheet alone is a valid teaching.
I can't check if it's a good idea or not. The conventional teaching plan is rather difficult to understand detailed remarks and cues.
Take.
ÿ There are common picture cards for words learned in the elementary school within the school, but some teachers have their own cards.
There are cases where we use things that are already available, and cases where we need to devise a method. Also monitor PPT slides
There are also teachers who use it by reflecting it on the teacher, and it is not something that can be standardized. Printouts for practice are also used.
There are some publications that accompany the teaching materials for the students, but there are many differences between the learners, such as how to handle them and the amount of them.
It is necessary to adjust and assemble it according to the number of children, the number of learners, the time available, etc.
Therefore, confirmation is required. A formless sheet on which teachers can freely write their remarks, etc.
In the case of , a lesson plan with 7 or 8 pages of utterances by the teacher and learners was submitted.
There are also questions about how the appointees don't know what to write and to what extent. devil
In addition, a considerable amount of labor is required for the person in charge of guidance to check it. main research
With the aim of improving the current situation, the focus is on being able to design lessons.
Since we are developing with a lot of effort, it is rather for beginners that you can write anything with a high degree of freedom.
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I think it will be a burden. If you prefer a little more space in the entry field,
Added to the manual that it is possible to continue typing with a line break.
•There were three purposes for introducing this tool, but they were too greedy and all of them were half-baked.
I was worried that it wouldn't work.
ÿ First purpose: A tool to support lesson plan creation in order to realize better class practice for beginners
and provide support at the class design stage."
I've gotten other expert reviews that if you check it with a test, you can make something with a certain content.
be. As for the second point, “reducing the burden of creating lesson plans for first-time teachers,”
Including the time it takes to respond to the feedback you receive if you use the previous teaching plan
When viewed relatively, it can be reduced as a result, and by using
is also shortened. Regarding the third item, “Improving the efficiency of teaching plan guidance for teaching plan guidance staff”
can only communicate by indicating the serial number of the entry sheet and the items on the checklist
But I think it will be more efficient.
•Introduction ÿ 4 sentence pattern exercises ÿ It seems that the pattern of the summary is also fixed, and it feels like there is no degree of freedom.
I did. If you make it by applying this template, the development of the lesson will become a one-size-fits-all.
I thought
ÿ I don't think it will be a problem because all classes have an introduction and a summary. Sentence
Regarding the fact that there are four types of practice, the explanation was omitted when requesting a review.
I added it to the manual at a later date. Number of exercises and number of sheets to fill in according to the grammar to be handled and time
You can fill in up to 4 exercises and 4 grammar sheets on the sheet so that you can use it by changing the
made a frame. This does not mean that every grammar must be practiced four times.
3) What we want to work on as future issues
•The idea of confirming the consistency of objectives, evaluation, and methods separately from the teaching plan is based on the principle of ID.
i think it is If there is such a guideline, I think that it will lead to the creation of consistent teaching plans.
On the other hand, if generalization is to be aimed at, there are many points that should be improved.
ÿ I would like to aim for generalization in the future, but the scope of this research is
I keep it to what I use.
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4) things that don't change
Q: Do you think that using this checklist will reduce the burden of teaching lesson plans?
A: When you make a checklist, let them think that they have given OK to the areas that were not instructed.
I feel that there is a risk that I will lose it.
ÿ This can be said even when a checklist is not used.
Since the purpose is to create a teaching plan that guarantees, it covers what is on the checklist
I think it makes sense just to do it.
Q: Is the example easy to understand?
A: Did you find that the evaluation method of basic information grammar 1 and the summary of the entry sheet are consistent?
not.
ÿ It is written on the sheet for each practice, so if you refer to it, you will not have any problems. devil
Also, if you write the same thing in the "Summary" again, it will increase the problem of space and time.
Leave it as it is because it will cause problems.
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Chapter 5 Revision of teaching plan creation support tool and creation of manual
Following expert review, the tool was revised. Also, the intent and usage of the tool
Created a manual that explains
5.1 Revision of the lesson plan entry sheet
The following points were revised.
•Considering the case of planning a practice other than the options in the drop-down,
other” was added. And along with that, add "other" to "evaluation" of "basic information"
Added.
•When scrolling through the lesson plan sheet, the first line disappears, and the learner's activities and teaching
I fixed the top row of the sheet because it would be difficult to distinguish the teacher's activities.
•Changed "group" in "basic information" to "class".
•Increased cell height overall.
•The page number was inserted at the bottom of the page.
•Since there was an option for "goal" in grammar sheet 3, I deleted it.
•The columns such as "Review" in "Summary" were not selectable, so you can select them.
did.
•The original data of the options was put in the margin of the same sheet, but it was summarized in the "original data" sheet.
5.2 Revision of the lesson plan checklist
•Check item 3, “I planned to confirm the knowledge that is the prerequisite for today’s learning,” to “Today’s
I created an opportunity to confirm the knowledge that is the prerequisite for learning," he changed his expression.
•The frame of the section for the person in charge of teaching plan guidance was moved to the next page to make it wider.
5.3 Revision of entry example (teaching plan entry sheet)
• When entering "Activity of learners" in "Alert", the message "What to do specifically
or fill in." was added.
•Revised example sentences.
•Fixed "How to make" in "Teacher's Memo".
5.4 Manual creation
The background of the tool development, the overall policy of the manual, and the explanation of each tool and how to use it.
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A manual was created to guide the entire process. “Introduction”, “1. Outline of Teaching Plan Creation Support Tool”
Essentials", "2. About creating a lesson plan", "3. How to create a lesson plan", "4. How to use the lesson plan creation support tool"
It consists mainly of Q&A format.
In "1. Overview of Teaching Plan Creation Support Tool", we will describe the items developed in this research (1) Manuals and examples of filling out teaching plans
((2) Before using the lesson plan sheet and (3) After using the lesson plan sheet), (4) Explanation of sample entry in the lesson plan, (5) Before using the lesson plan entry sheet
Comparison after using the lesson plan entry sheet, ÿ Checklist entry example, ÿ Explanation of checklist entry example,
Outlines of ÿ lesson plan entry sheet and ÿ lesson plan checklist were described. “2.
"How to create a lesson plan" covers how to create a lesson plan when using tools.
Regarding the procedure, "4. How to use the teaching plan creation support tool" describes the specific usage of each tool.
indicated.
ÿExplanation of examples of lesson plans, ÿComparison before and after using lesson plan sheets, ÿCheck
Instructions for sample checklists have been rewritten following review. About ÿ and ÿ
For ÿ, use the lesson plan entry sheet.
In order to make a comparison between an example of a lesson that does not use a lesson plan and an example that uses a lesson plan entry sheet,
It shows what has changed.
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Chapter 6. Trial and Formative Evaluation of Support Tools
6.1 Trial use of support tools
To get a formative evaluation of the tools developed so far, we interviewed two novice teachers at my school.
I asked them to write a lesson plan for two lessons using a rule. Beginner A has one year of teaching experience at another school.
At the time of requesting the trial of the tool, I had taken a beginner's class at the school where I work for about 3 months.
I teach once a week (6 classes, 50 minutes each). Beginner B also took beginner class weekly for about 3 months.
2 (10 classes) and has no teaching experience at other schools.
When using the tool, after showing the tool and materials face-to-face and explaining how to use it and how to view it
handed over the materials. I also sent an email with the tools and materials as attachments. The tool is ÿ Fill in the lesson plan
In the sheet and ÿ teaching plan checklist, the materials handed over as materials are the outline manual of the tool, the usage procedure,
Impression entry form, examples of tools ÿ and ÿ, examples of ÿ and ÿ with explanations, conventional lesson plans
These are the 6 points in the entry form example.
In the trial, first of all, do not read the materials for first-timers, but teach them using the conventional form as usual.
I asked him to write a proposal. And after that, after looking over the materials again
I asked them to write a teaching plan for the same class using the tool developed this time. Detailed instructions are below.
It is.
1. Write a teaching plan for one class using the conventional method (teaching plan ÿ)
2. Make a note of the approximate time it took to fill in lesson plan ÿ
3. “Teaching Plan Sheet”, “Teaching Plan Checklist”, “Teaching Plan Filling Sheet and Teaching Plan Checklist”
Read instructions on how to use the sample essay
4. Write a lesson plan for the same class scope as written in lesson plan ÿ on the "teaching plan entry sheet" (teaching plan ÿ)
5. Make a note of the approximate time it took to fill out lesson plan ÿ
6. After writing, make a note of how you felt while writing
7. Self-check the teaching plan ÿ using the “teaching plan checklist”
8. Make a note of the approximate time it takes to self-check
9. Make a note of how you felt while using the checklist
Ten. If corrections are found in step 7 above, correct lesson plan ÿ (corrected version: lesson plan ÿ)
11. Make a note of the approximate time it took to fix
12. E-mail the lesson plans 1 to 3 and notes on what you felt (6 and 9 above) to the author of this article.
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6.2 Formative assessment of novices
6.2.1 Tool Trial Results
Beginner A found it difficult to use Excel for the school plan entry sheet.
I couldn't get them to use it according to the procedure I did. In addition, I was requested to prepare a lesson plan for two classes.
Of the requests we had received, we only had them actually use the tool once. this
For these reasons, we were unable to obtain sufficient data for a formative evaluation.
We decided to use only the results of trial use as materials for formative evaluation.
Regarding the results of the 1st and 2nd trials for Beginner B, the lesson plan entry sheet and lesson plan checklist
described in the order of First, the time required to fill in the lesson plan for the first time was
It takes about 2 hours to create a lesson plan, whereas the conventional entry sheet was used.
1.5 hours for the case and 1.5 hours for the developed entry sheet. Use checklist
The time taken to complete the revised version after use was 20 minutes.
Regarding the completion status of the lesson plan sheet, refer to the "basic information" sheet for evaluation of learning objectives.
The column was blank. In the revised version, the learning objective of Grammar 1 is set to "learning objective 4".
On the other hand, in "evaluation", "learning objective 2" is selected. In Grammar 2, for Learning Objective 3
In "Evaluation", "Learning Objective 4" is selected. Next, select "Learning Objectives" on the Grammar 1 sheet.
3” is “Make a cue verbally or with a picture, and nominate each person to see if they can change it into the correct form.
It was supposed to practice conversion of conjugations at the word level, but practice of sentence bells
was planned. Regarding the final summary part, a frame is provided on the fourth sheet, and the teaching plan is 2
Even if I finished with 3 sheets, I would skip to the 4th sheet and fill in the summary plan,
There was no entry.
In the entry status of the lesson plan checklist, the checklist was assigned to the lesson plan entry sheet
A serial number is written, but there is no corresponding entry on the lesson plan entry sheet, or on the contrary
Although the entry sheet is filled in, the serial number is blank in the checklist
there were. In addition, there were some cases where only part of the corresponding serial number was written.
Next, in the second trial, the time required to fill in the lesson plan was 1.5 hours for the conventional form, and 1.5 hours for the developed form.
It took one hour to fill out the lesson plan sheet, which was 30 minutes shorter than the first time. Use checklist
The time required to complete the revised version was 20 minutes, the same as the first.
Regarding the status of filling in the lesson plan sheet, while the "basic information" sheet was used correctly,
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However, in the grammar 1 sheet, the content entered in the introduction section “Declaration of goals” and the actual plan content did not match.
won. In addition, only part of the "Points to Note/Aims" for practice was filled in.
Regarding the status of completing the lesson plan checklist, in addition to the situation that was almost the same as the first time,
Some items were not checked even though the sheet was filled in.
In a face-to-face interview with first-time student B after the trial, he felt that the lesson plan entry sheet was good.
As a point, there was one goal for each practice, so he was able to assemble the practice in order.
Got an answer. Also, if you use the lesson plan entry sheet, you can create a lesson plan to see if you can design a better lesson.
In response to the question of whether it is likely that the burden on the elderly will be reduced, the responses were, respectively, "I think it can be done" and "I think it will be lightened."
I got the answer. The good thing about the teaching plan checklist is that immediately after checking
If you can understand the correction points, and if you use the teaching plan checklist, can you design a better lesson?
In response to the question whether the burden of preparing the lesson plan is likely to be reduced, as with the answer to the lesson entry sheet,
The answers "I think it can be done" and "I think it will be reduced" were obtained. Create a lesson plan on the checklist
Regarding the fact that there are two types of points to keep in mind when creating a lesson plan and items to check, both are necessary.
"Points to keep in mind" was noticed a lot, especially in response to the question "Are there many check items?"
The answer was that they did not think so. In addition, the lesson plan entry sheet and lesson plan checklist will be added in the future.
In response to the question of what you think when it comes to using
Some respondents said that they could improve their skills if they put a checklist at hand and created a lesson plan.
Got.
6.2.2 Analysis for formative assessment
There were two changes in the lesson plan that I rewrote after using the checklist the first time. One is the ÿ group
If there were blanks in the “evaluation” section of this information sheet, those that did not match the objectives were selected.
Although it was written, it has been filled in. The other thing is that what did not have a “summary”
This is a point that has been significantly improved. Except for the fact that the second time was shorter than the first time,
There was no improvement in the teaching plan after using the checklist.
For this reason, self-checking by first-timers using checklists does not work very well.
It was thought that After revising the checklist, explain how to use it again and conduct further investigations.
I thought I needed to prove it.
However, when comparing the conventional teaching plan that does not use the lesson plan entry sheet and the lesson plan that uses the lesson plan entry sheet,
Then, the point that the practice is designed step by step and how to check the results of the practice for each practice are described.
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One of the points that has been improved is that In addition, the results of the post-trial interviews by first-timers
From the results, it was found that they felt the usefulness of using the tool.
6.3 Formative evaluation of mentors
In Section 6.2, the author prepared the lesson plan checklist for the two lesson plans used by beginner B on a trial basis.
checked using The lesson plan to be checked is the conventional lesson plan entry sheet, and the newly developed lesson plan
The entry sheet, the revised lesson plan entry sheet after the new student has checked it using the lesson plan checklist
three points. Compare the results of using the checklist on each sheet, and
state.
First, the teacher wrote the lesson plan using the conventional entry sheet and the newly developed entry sheet.
In the comparison of the results of checking the lesson plan with the checklist of "Points to note when creating the lesson plan", the judgment was
Of the items that were completed, 7 items were rejected.
Let's clarify the purpose of the practice and activity, such as making the child think about the
and No. 7 "After practicing as a group, let each individual answer and confirm, but first check and practice in pairs.
Let's plan specific procedures and methods for practice and activities.” on the other hand,
I was able to judge whether it was OK or NG.
"Let's do it" and No. 13 "Let's not become commentary" became "Unknown".
Check the lesson plan written using the developed sheet and the lesson plan improved after using the checklist
A comparison of the results showed that of the four NGs before using the checklist, No.
Fill in all the necessary items in the “Basic Information” section of the first page,” and No. 5, “Check if you have achieved your learning objectives.
Let's plan how to measure it" was OK.
The teaching plan written using the conventional entry sheet and the teaching plan written using the developed entry sheet
Of the 14 items in the comparison of the results checked on the checklist in “Items to be Checked,” only 8 were OK.
There were only 3 items, but when using the sheet developed this time, 11 items excluding "Summary"
was OK.
In the comparison of the results, all three "Summary" were NG, but after using the checklist
All three turned out OK.
What can be considered from the results is that the notes developed this time are
The blank space on the input sheet was too small, and I didn't write words or problems to practice with the example.
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It seems that according to Regarding number 13, most of the conventional sheets can be freely described
Therefore, even the contents of the teacher's utterance are written, but the developed sheet has a column such as "Teacher's utterance"
This is probably because there is no
The lesson plan written using the second entry sheet and the lesson written using the developed entry sheet
When comparing the results of checking the draft with the checklist of “Points to note when preparing the teaching plan”, there were some NGs.
There were 6 items, and when using the lesson plan entry sheet, 1st, 4th, 5th, and 7th were OK.
There was no change in the results before and after using the checklist.
Next, the lesson written using the conventional entry sheet and the lesson written using the developed entry sheet
of the 14 items in the checklist, 10
was rejected, but when using the seat developed this time, 11 was OK. It was NG last time
All three “Summary” items were OK.
In the comparison of the results of the checklist, there was no change before and after using the checklist.
I created an opportunity to confirm the knowledge that is the premise of learning,” and Exercise No. 7, “I filled in the purpose of the activity.”
remained uncorrected.
What can be considered from these results is that compared to the first time, there were
Improvements have been made in areas related to the consistency of learning objectives, evaluation, and practice. This is the learning objective and assessment method.
It is thought that this is because they have come to be conscious of thinking about the law first. "Check
Regarding the improvement of the “summary” part of the
It is presumed that it was found that at the end of the work, there was a "summary". On the other hand,
Face-to-face interviews confirmed the areas where improvement was not seen even after using the checklist.
Turns out, it was just carelessness.
What I learned from comparing the results of using the checklist twice is that it is better to use the
NG is greatly reduced compared to when using the conventional seat. This will
Since there is no need to confirm or point out the plan or make major revisions to the lesson plan, the content can be improved.
You will be able to spend more time interacting to make things better. about the effectiveness of the checklist.
If so, we asked the first-timers to use the revised tool again to continue verification.
As for other points, when using the conventional lesson plan entry sheet, the amount of practice is small due to the content of the description, and the instruction
However, when using the developed sheet, they were not filled in.
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It was getting
Chapter 7 Tool Revisions
On the revision of the teaching plan development support tool after the formative evaluation and the second expert review
I will say.
7.1 Revision of the lesson plan entry sheet after formative evaluation
7.1.1 From the trial result of the first person
In order to improve the point where the evaluation corresponding to the learning goal was not correctly selected, the input of "learning goal"
In addition to the message "Let's plan so that learning goals, evaluations, and class content match",
Let's select the one that corresponds to the study goal in the "evaluation" on the right side" was added. In addition,
Let's plan so that the learning objectives, assessments, and lesson content match" to "First,
Choose an assessment that corresponds to your 'learning goal'." Second, at the word level,
In Learning Objective 3, which assumes exchange practice, sentence bell practice was planned.
- (word level) was taken out, and the words (omitted)” and “word level” were added. final summary of class
Regarding the point that there was no entry in the first part, each sheet has a "summary" frame, and the last sheet has
I made it visible even if it didn't fly.
In the second trial, the content entered in the "goal presentation" in the introductory part did not match the actual plan content
Regarding the insufficient entries in the "points to note/aims" of the points and exercises,
Let's tell you what to do."
Let me present the same learning objective as before here." was added. And whether it is a required item or not
Put visual marks on the lesson plan entry sheet so that you can distinguish which items you only need to write about
Wearing. On the "Basic Information" sheet, the names of mandatory items are indicated in blue, and "*" is displayed at the top of the sheet.
Blue letters: required items.” On each subsequent sheet, cells with mandatory items are filled with blue,
“*Background blue: Mandatory items” was indicated on the top of the page.
7.1.2 From impressions after the trial of first-time employees
Beginners about the improvement points, good points, etc. of the tool that they felt while using the lesson plan entry sheet
I sent a questionnaire to them and asked them to fill it out. Then, at a later date, confirm the contents of the answer face-to-face
gone. Here are some of the improvements, the questions and answers, and the response after receiving the answers.
“ÿ” is described below.
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Q: Where it was difficult to understand what to write
A: I didn't know what to write for "Warning".
ÿ When entering, the message ``Let's start the lesson after gathering the interest of the learners'' appears.
It's like Also, since it is explained what to write in "Explanation of entry example",
If it is difficult to understand even if you refer to them, supplementary explanations can be provided verbally when communicating face-to-face with first-time employees.
clarify.
Q: When I got lost where to write
A: •When I wrote the reading of the "Grammar Note", I felt that it was different from the "Points to Note" and was at a loss.
ÿ Since this is a problem related to how to proceed with the class for Beginner B, we judge that it is not necessary to deal with it.
•Which one should you write sentence patterns related to previously learned sentence patterns, “prerequisite knowledge” or “related sentence patterns”?
I wondered if I should
ÿ Although it is explained in the manual and "explanation of the entry example", it is also shown as a message at the time of entry.
make it
Q: Where was it difficult to write?
A: Depending on the content of the practice, it would be easier to write if the "procedures/methods" were a little wider.
ÿ Expand the frame.
Q: When I didn't feel the need to write
A: I wrote the teaching materials in the "means and methods" of the practice, so I thought it was necessary to write the teaching materials.
ÿ I think it is a matter of distinguishing teaching materials that are meant as textbooks from teaching materials that are not textbooks.
is assumed to be used at your institution, so please fill in the teaching material column of the basic information sheet from the beginning.
I will leave it.
Q: I couldn't write because there was no space to write.
A: "Reading together grammar notes" after introducing grammar
ÿ same as above
Regarding “places where I felt stressed” and “others,” the answer was “nothing in particular.”
rice field. In addition, in response to the question "What was the most problematic thing about this sheet?"
I felt that I was often worried about the place.”
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This time, we will not make any particular corrections. However, even after using it several times, the
If not, it should be improved.
7.1.3 Based on the trial results of instructors
Check the lesson written using the conventional entry sheet and the lesson written using the developed entry sheet
When comparing the results checked with the checklist, it was possible to judge whether it was OK or NG.
Points to Remember, No. 8, “Be prepared for the amount of activity or practice you need to reach your goals,” and No. 13
"Try not to be commentary" is now "Unknown". This point should be elaborated on in the example.
I decided to write down what I learned. Regarding the 13th point, I basically said, "I won't explain it."
This is handled by confirming that each time.
In addition, when using the conventional lesson plan entry sheet, the amount of practice and the content of the teacher's utterances that were entered were developed.
Regarding the point that there was no entry when using the original sheet,
The number of “NG” parts decreased, and I was able to spend more time confirming the contents of the class, so I was able to verbally confirm
However, I revised the lesson plan entry sheet as follows. Practice first
In the input message, the question and the number of questions should be described, and the entry example should also be written in detail. Teaching
Regarding the teacher's utterances, check the teacher's activity on the lesson plan sheet so that you can see whether the instructions are correct or not.
It was specified in the input message that the contents of the instruction should be written.
7.2 Revision of the lesson plan checklist
In response to the trial results of the teaching plan checklist by first-time teachers, the following revisions were made. teaching plan
Regarding the fact that the checklist was not filled in sufficiently, we set up a check column for the person in charge of guidance,
Fixed to be able to check "NG" or "OK". In addition, as a countermeasure to the point where there was an omission in the check
As a response, at the end of the checklist, write "Check the items on the checklist and enter the corresponding serial number.
I have added the item “I filled it all out.” Special correction should be made based on the results of the trial as an instructor
No points found.
7.3 Second expert review
After the first expert review mentioned in Chapter 4, the tool was revised and in Chapter 6 it was submitted to the novice
He described the trial use of the revised version of the tool by Mr. this chapter
Now let's talk about the second expert review and the subsequent revisions. In addition, this review
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The view was performed by each of the two ID experts and two SMEs requested in the first session.
It was
The subject of the review was the improvement of the lesson plan entry sheet by responding to the points pointed out in the first review.
After the first review, new materials (manuals) were
There are two points about the usefulness of the manual and the comparison between before and after using the lesson plan entry sheet.
7.3.1 Results of expert review of ID and revision of lesson plan entry sheets and lesson plan checklists
Regarding the lesson plan entry sheet, the need for improvement was pointed out in the following four points in the first review.
It was
1) By using the lesson plan entry sheet, it is possible to create a lesson plan that is consistent with learning goals, evaluation, and content.
do you think you will be able to
2) Do you think you can cover the necessary content in the lesson plan?
3) Is it easy to understand what to write in the entry field?
4) Do you think that using this sheet will reduce the burden of creating a lesson plan?
Specific indications and responses to these points are described below.
1) Instructions that it would be good to have introductory materials that show what to look at in what order and what to do
Based on the findings, a usage manual was created.
2) It was pointed out that the goal was to be “understandable,” and the goal was changed to “meaning, form, and understanding.”
Whether or not you were able to understand the rules for creating functions, sentences, structures, and notes on usage
I can answer the confirmation example correctly."
3) It was pointed out that it was a little difficult to understand. On the other hand, what should be entered for each entry?
I added an explanation to "Explanation of the lesson plan entry sheet".
4) “I think that the load will decrease as you get used to it.
If so, you may be worried about ``why to use it'' and ``how to use it''.
received. Therefore, the usage manual, "Explanation of the lesson plan entry sheet", "Using the lesson plan entry sheet"
Before and after comparison” explained.
In this review, we received an evaluation that all four of these points have been improved.
Regarding the lesson plan checklist, the following six points were pointed out.
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1) Do you think you can use the lesson plan before, during, and after each stage?
2) Do you think you can self-check the contents of the teaching plan according to the flow of the class?
3) Is the expression of the checklist easy to understand?
4) Is the example easy to understand?
5) Do you think the example will be helpful when you are unsure about how to fill it out?
6) Others
Specific indications and responses to these points are as follows.
1) It was pointed out that it would be easier to use if there were instructions.
How to use it is shown in "Explanation of Checklist Entry Example".
2) Confirmation of the description of the correct goal and definition of evaluation in "Points to Note" and whether it is conveyed to first-timers
The target was revised in response to the indication that Also, since the goal and evaluation are selective,
It was decided that the status quo should be left as it is. However, if you set a goal other than the option "Other",
For this reason, we added explanations about goals and evaluation to the manual.
3) It is said that it is necessary to properly design the goals and evaluation, or to explain it in a separate reading material.
It was pointed out. We have determined that this can be improved by taking action 2) above.
4) In response to the indication that serial numbers are difficult to understand, an explanation was added to the usage manual.
5) Regarding the point that it would be easier to understand if there was an explanation why it was written like the entry example
As for , the amount of reading becomes large and the entry example becomes complicated, so it is left as is.
6) In order for beginners to use it as an "intellectual skill," it is necessary to understand "why is it important?"
It was pointed out that it would be better if there was a description that was easy to understand.
An explanation was added to "Explanation of List Entry Example".
Regarding the above points, there was one point about a typo, but all others have been improved.
As a result, it was understood that the current situation should be maintained. Also, free description column
`Ìt would be even more attractive if there were manuals for beginners and instructors in addition to the entry examples.''
There was advice that "It would be good to pursue how to use it without stress"
Created a user manual.
7.3.2 Results of ID Expert Review of How-to Manuals
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Regarding the newly created usage manual, we requested a review of the following three items, and
Got a "yes" rating.
1) Is the manual helpful if you don't know how to use the tool?
2) Is it easy to find the information you need in the manual?
3) Is the manual easy to understand?
7.3.3 ID expert review results for comparison before and after using the school plan sheet
In the same way, the following three points were reviewed for the “comparison before and after using the lesson plan entry sheet”.
and all received a "yes" rating.
1) Looking at this comparison, what improvements would be made by using the lesson plan sheet?
Do you know how it can help
2) Is the amount of information written in this comparison sufficient?
3) Is the explanation for this comparison easy to understand?
7.3.4 Revision of SME Review Results and Instruction Sheets
Regarding the lesson plan entry sheet, the following three points were mentioned in the first review.
It was rated as being improved.
1) Do you think it will reduce the burden of preparing lesson plans?
2) The learning items in the “basic information” exercises are aimed at setting goals for becoming able to use the grammar and
Is it appropriate to
3) Are the examples written in an easy-to-understand manner for each activity?
The specific contents and correspondence to these points are described below.
1) I think it will take time at first because there are many things to be conscious of, but once you get used to it, it will go faster and the quality of the class will increase.
There was a comment that I think the price will go up. Given that it takes time at first,
At the stage of using
Described in the user manual.
2) In response to what to do when the practice goal is not an option,
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added.
3) It was pointed out that it was difficult to distinguish between the activity of the learner and the activity of the teacher in the lower column.
Freeze the top row of the worksheet using the Freeze Window Borders feature of the cell sheet, and
I tried not to hide my name.
7.3.5 Result of SME review of user manual
For how-to manuals, ask for reviews on three
There was a typing error pointed out, but everything else was evaluated as "yes".
1) Is the manual helpful if you don't know how to use the tool?
2) Is it easy to find the information you need in the manual?
3) Is the manual easy to understand?
7.3.6 Results of SME review for comparison of before and after using the lesson plan sheet
We requested a review of the following three points for the “Comparison of before and after using the lesson plan entry sheet”.
rice field. Of these, the need for improvement was pointed out for 1) and 3).
1) Looking at this comparison, what improvements would be made by using the lesson plan sheet?
Do you know how it can help
2) Is the amount of information written in this comparison sufficient?
3) Is the explanation for this comparison easy to understand?
The specific content of the indications and responses to 1) and 3) are described below.
1) The conventional entry sheet is really difficult to use, and the developed entry sheet is better.
There was an indication that there was a feeling that the writing style was biased, so we reviewed the whole and
Negative expressions will be deleted and neutral expressions
rewritten to
3) Knowing how the top and bottom side-by-side comparisons are linked will make more sense.
In terms of ease of learning, it can
I took out the same parts of the sheet little by little, arranged them, and added explanations in the order in which they were written.
In addition, since the developed seat has items that are not found in the conventional seat, it is not possible to compare the items.
45
Although there are some parts that I don't like, the descriptions are written in terms of comparison and contrast, so read them in order.
If you do, you will know where and how they are linked.
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Chapter 8 Research Results and Considerations
8.1 Method of measuring the effectiveness of the teaching plan creation support tool
Regarding the effect measurement of the support tools, Katsuaki Suzuki and Iwao et al.
With reference to Masatoshi Moto (1992), ``Development and evaluation of checklists for computer-based learning instruction plans''
do. In a previous study, the resubmitted revised teaching plan was compared with the original teaching plan, and the improvement was checked.
I made a correspondence table to investigate which item of the Christ corresponds. Then, the presenter of the previous research
judged how much the improvement points contributed to the clarification of the instruction plan, and scored it. In addition, we conducted
an opinion survey on the effectiveness of investigating what kind of impressions the checklist had. In this study, the resubmitted
revised teaching plan and the original teaching plan are compared, and the checklist is used while correlating to which item on the
checklist the improvement corresponds.
It was evaluated which part was improved and how it was improved.
In the study of Akiko Takahashi et al. (2013), `Ànalysis of student mutual evaluation based on the 'learning material plan checklist'
in the teaching material design basic course'', the following are the results of mutual evaluation between learners using the checklist:
says to If the results of the mutual evaluation of the first draft were marked as "NG", but are marked as "OK" in the next teacher's
check, they will be corrected using the checklist, and the teacher will In the opposite case, checklist users will not be able to point out
errors. If both parties give "NG", the checklist will help find errors, but will not be able to assist in correcting them. The results of this
research suggest that the use of checklists has reduced the burden of correction on teachers, which is similar to reducing the burden
on instructors, which is one of the objectives of this research. For this reason, this analysis method was also adopted in this study.
8.2 Results of using the checklist
First of all, what was the result of using the checklist of "Points to note when creating a lesson plan"?
If you look closely at this, you will find that beginners attach “ÿ” to indicate what they paid attention to when preparing the lesson plan.
14 out of 15 items were included, and 12 of them had the serial number of the lesson plan.
The only item that was not checked was No. 7, “Plan specific procedures and methods for practice and activities.
It was checked, but the serial number was not written. This is the original
Excluding No. 2, "Let's check the content of the class before and after the section in charge," which does not have a serial number.
And it was only number 9, "Let's check if the time allocation is appropriate." Number 9 is the entire lesson plan entry sheet
It is difficult to fill in all the serial numbers of the applicable parts because it is set over
be. Also, when looking at the corresponding parts of the 12 items with serial numbers, all the intentions are correct.
It was readable. For this reason, I read the "Points to note when creating a lesson plan" and
47
It turned out that it was the result of being conscious of it. However, in the “Grammar 1” sheet,
Of the three exercises that were set, the goal for the last exercise was set to “Other,” but
On the information sheet side, the goal set as one step below was selected. newcomer
According to the interview, the part where there was a change from the beginning of the plan and after the plan was revised at the end.
It was something I had forgotten.
Next, as a change by using the developed lesson plan entry sheet, we developed a conventional lesson plan entry sheet
The result of the instructor checking the lesson plan entry sheet using the checklist of "check items"
When comparing the results , 9 items out of 14 items using the conventional lesson plan entry sheet
However, when using the sheet developed this time, NG was reduced to 4 items. 10 items left
The breakdown is as follows: 4 items changed from NG to OK, 3 items were originally OK, and it was not NG.
There were 2 items where the content was insufficient, and 1 item where it could not be said from NG to NG but became insufficient.
Met.
Furthermore, as a change due to the use of the checklist, the developed lesson plan entry sheet and checklist
When comparing the results of the teacher's check of the lesson plan entry sheet after use, Section 14
Only two items were marked with NG. Of the remaining 12 items, 11 were OK.
However, there were 2 items that changed from NG to OK.
2 items that were not in a state of not being checked became OK, and were originally OK before using the checklist.
There were 7 items. And it will remain in a state where it cannot be said that it is NG, but it cannot be said that it is OK.
There was one item.
When compared with the checklist checked by the first-timer, the first-timer said it was OK,
There were two items that the person in charge of guidance gave as NG.
8.3 Inspection
Focusing on the content of the results of using the tool, we can see that the traditional lesson plan entry sheet
The improvement when rewriting the lesson plan sheet developed by
minutes. This is because the lesson plan sheet is designed to write the introduction and conclusion.
It seems to be. On the other hand, what did not improve is the example sentences and exercises to present the new grammar.
There were three parts: a part to write down the specific lessons and a part to write down the purpose of the activity. this is by design
Rather, it is related to the content, so even if the first person thinks he or she is planning,
It is inferred that it is not possible. This means that the lesson plan entry sheet will be used to improve the lesson design.
48
This suggests that, while contributing to the good, it is not possible to support the improvement of the teaching content itself.
The items that were improved after using the checklist are the part where the purpose of the activity is filled in and the summary part.
It was a place to organize and review what I had learned. When I confirmed it when I interviewed the first person,
The first time was simply an omission in the form, which I noticed after checking the checklist. devil
In addition, two of the three items that were insufficiently filled in were in the summary section.
The part that I forgot to select was resolved, and it became OK. For this reason, a checklist is filled out.
I would say it helps prevent leaks.
From the result of using the checklist in the previous section 8.2, it is clear that the lesson plan entry sheet and the lesson plan checklist were used.
In the previous teaching plan, 9 items were NG, but using the entry sheet and checklist
It turned out that it was reduced to two items. This includes the lesson entry sheet and lesson checklist.
This also has the effect of improving the teaching plan, and it is expected that further improvements will be made by using these two together.
is shown. In other words, by using these two tools, revisions are made to the teaching plan, and the teacher's
As a result, load reduction can be expected.
8.4 Research results and future issues
The goal was to develop a tool that would guide them in doing so. Expert review on this point
We were able to confirm its usefulness from the views and interviews with first-timers. In addition, by using the tool,
to reduce the burden on teachers, better class design that leads to improved class quality, and efficient and effective lesson plan guidance.
It was also aimed at realization. Regarding the first point, the results in the previous section are expected to be effective.
With regard to the second point, the goals, evaluation, and contents of the lesson plan entry sheet and the lesson plan checklist
I was able to support the consistent lesson design of In addition, in the formative evaluation by first-timers,
It describes how the exercises are designed step by step and how to check the results of each exercise.
Improvements were seen in class design, such as Regarding the third point, the lesson plan entry sheet and the lesson plan check
By using Cristo, the improvement of the teaching plan progresses, and the time spent on correcting the teaching plan is reduced to the content of the lesson.
It turned out that it can be devoted to the improvement of
As a future task, we will ask other first-timers to use the tool, collect data, and
, so that even instructors who do not know the ID can use the tool correctly,
We will continue to see whether the basics of ID lesson design will gradually be acquired if we continue to use the tool
developed this time.
49
Acknowledgments
Kumamoto University Graduate School of Social and Cultural Sciences Education for guidance in conducting this research
I am deeply grateful to Associate Professor Masashi Hiraoka, Associate Professor Shinichiro Kubota, and Professor Katsuaki Suzuki of the Department of Teaching Systems.
To do.
I would also like to express my heartfelt gratitude to my homeroom teacher, Associate Professor Yoshiko Goda, who has warmly guided me over the
past two years and has given me a lot of advice in various situations, including my seminar activities.
increase.
I would also like to thank Akiko Kai, Junko Morita, Shimpo Suzuki, and Ryoko Noguchi, who helped me with the expert review despite their busy
schedules. Thank you very much.
I would like to express my heartfelt gratitude to all the members of Goda's seminar, who kindly provided me with various knowledge when I was
worried about the direction of my research, and to all of my classmates who always encouraged me and supported me during the first half of my doctoral course.
Thank you very much.
Finally, I would like to thank my new professor who cooperated with my research, and everyone at work who warmly watched over me.
I would like to express my sincere gratitude to you and your family.
50
Reference URL:
Agency for Cultural Affairs, Human Resource Development and Training for Japanese Language Education (Report)
https://www.bunka.go.jp/seisaku/bunkashingikai/kokugo/hokoku/pdf/r1393555_01.pdf
(Accessed March 28, 2020)
Ministry of Education, Culture, Sports, Science and Technology
https://www.mext.go.jp/a_menu/koutou/ryugaku/1370893.htm (Accessed March 28, 2020)
Ministry of Justice
http://www.moj.go.jp/nyuukokukanri/kouhou/nyuukokukanri07_00044.html (3 in 2020
Viewed on the 28th of the month)
References
Agency for Cultural Affairs, Council for Cultural Affairs, Japanese Language Subcommittee (2018)
(Report)")
Inagaki Tadashi, Suzuki Katsuaki (2017) Instructional Design for Teachers Lesson Design Manual ver.2 Kitaoji Shobo
Sukyoung Kim, Seika Sakai, Kaori Tokuda, Kazuhiro Hayakawa, Ramyung (2006) "Through Japanese Language Education Practice Research (5) - What I
Learned from Consideration of Teaching Contents and Teaching Methods -" Waseda University Japanese Language Education Practice Research Vol. Five
No. 109-118
Suzuki, Yumiko (2016) Continuing research on the development of initial teacher training support programs to build the foundations and foundations
of teachers who continue to learn in collaboration with the Board of Education, Joint Research Project Report, Vol. 14, pp.
29-34
Nakamura, Kaori (2018) Fundamental Research for Improving Teaching Ability in Teaching Practicum -Towards Making a Checklist- Takushoku
University Japanese Language Education Research (3) 95-116
Koji Nakashima, Chikako Nagaoka, Hitoshi Hiraoka, Toshihiro Kita (2016) Education of University Teachers for Working Adult Education
Design and development of e-learning teaching materials - matching teaching policies, learning goals, learning content, and evaluation methods
The Design of Education - The 41st Annual Conference of the Japan Society for Information and Systems in Education (Teikyo University), 259-260
Yoshiyuki Fujimoto, Hitoshi Hiraoka, Katsuaki Suzuki, Yuji Nakano (2017) Consistency between ``learning goals'' and `èvaluation methods''
Development of syllabus creation support tool to enhance
Creation of needles - Proceedings of the 33rd National Conference of Japan Society for Educational Technology (Shimane University), 607-608
Suzuki, K. and Iwamoto, M. (1992) Development and evaluation of checklists for computer-based learning instruction plans.
Kei, “The 18th All-Japan Educational Technology Research Council National Conference Proceedings” 122 – 125
Yumiko Suzuki (2016) (Initiative who builds the foundations and foundations of teachers who continue to learn in collaboration with the Board of Education)
Continuing Research on Development of Training Support Program Joint Research Project Report, Volume 14, pp.
51
29-34
Takahashi, Akiko, Nemoto, Junko, Suzuki, Katsuaki (2013) “Checking the Teaching Materials Plan”
Analysis of Teaching Contents Based on "Student" Journal of the Japan Society for Educational Technology 13-1, 31-36
52
Attachment
Material 1 Lesson plan analysis
results Material 2 Review results and
responses Material 3 Instruction manual
Material 4 Lesson plan entry sheet Material
5 Lesson plan checklist Material 6 Lesson
plan entry example (conventional version)
Material 7 Lesson plan entry example
(development version) and comparison after use Material 9 Example
of filling in the lesson plan checklist Material 10 Explanation of the
example of filling in the lesson plan (teaching plan entry sheet and lesson plan checklist)
53

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Development of Teaching Plan Support Tool for Novice Japanese

Development of Lesson Plan Creation Support Tools for Newly Appointed

Japanese Language Teachers

ÿ For Class Design of Consistent Learning Goals, Evaluation and Practice ÿ

183-G8811 Li and Ming House

Main supervisor: Associate Professor Hitoshi

Hiraoka Sub-supervisor: Associate Professor Shinichiro Kubota

Co-supervisor: Prof. Katsuaki Suzuki

Abstract (Japanese) .................................................. ·······················Four

Abstract (English) .................................................. ·························Four

Chapter 1 Research Overview .................................................. 6

1.1 Purpose of research .................................................. 6

1.2.2 Subjects of lesson plan preparation guidance and guidance personnel 6

1.2.4 Curriculum and Class Content at Japanese Language Schools 9

1.2.5 Current status and issues of lesson plan guidance 9

Chapter 3 Development of Teaching Plan Creation Support Tool ···········································14

3.1 Development procedure .................................................. ················14

3.2 Preliminary Survey .................................................. ···················14

3.2.1 Outline of interview ·················································14

3.2.2 Interview Results and Analysis 15

3.2.3 Overview of Analysis of Past Teaching Plans and Feedback 15

3.2.4 Analysis results of past teaching plans and feedback 15

3.3 Development of checklist for teaching plan 16

3.4 Development of lesson plan sheet .................................................. 18

3.5 Other Developments .................................................. ··········twenty one

Chapter 4 Expert Review ···············································twenty three

4.1 SME Review Methodology .................................................. ··twenty three

4.2 Results of SME review and response ···········································twenty three

4.3 ID Expert Review Methodology ···············································twenty four

4.4 ID expert review results and response ······································twenty four

5.1 Revision of the lesson plan sheet .................................................. 32

5.2 Revision of checklist for teaching plan 32

5.3 Revision of entry example .................................................. 32

5.4 Creation of manuals .................................................................................. .................................................. 32

6.1 Trial use of support tools .................................................. 34 6.2 Formative evaluation

Chapter 8 Research Results and Considerations .................................................. 47 8.1 How

8.3 Considerations .................................................. 48 8.4 Research results and future

Reference URL•References ÿÿÿÿÿ······························································································ …………51

Material 1 Teaching Plan Analysis Result ..................................................

Reference 7 Example of teaching plan entry (development version)

entry sheet and lesson plan checklist) 41

We interviewed two instructors. For more information, include the author

The result was that

language institute the author works for.

Prior to the development, as a preliminary survey to identify the problems of teaching

Chapter 1 Research Overview

1.1 Purpose of the research

assistance is being provided.

1.2.2 Subjects of lesson plan guidance and guidance staff

It may change accordingly.

The person in charge of instruction is a full-time instructor called a full-time instructor.

As a qualification for Japanese language teachers who

Since there is no systematic evaluation system in place,

The current situation is that there is also variation in power.

Table 1 Teacher stages

Table 2 Expertise required at each stage

Table 3 Japanese Language Education Coordinators and Chief Teachers

Table 4 Required expertise

1.2.4 Curriculum and lesson content at Japanese language schools

1.2.5 Current Situation and Issues of Lesson Plan Guidance

is also becoming an issue.

is. (Suzuki 2017 pp.21-22)