Category Archives: ALT

Saitama Prefectural Orientation for Incoming JETs

The Saitama Orientation is a major event for incoming and current JETs working in the Saitama Prefecture. Hosted by the Prefectural Governments International Division, this event prepares new JETs for their lives and work in Japan. Instructors for the day are mostly current Saitama Prefecture JETs. Workshops on this day ranged from the basics of living in Japan (like taking out the garbage) to planning lessons and team teaching. Continue reading →

Saitama Municipal ALT Workshop: An update on the development of Global Studies

On July 16, 2015 I gave a presentation at the Saitama Municipal Institute of Education. The purpose of the presentation was to update the city’s ALTs on the development of the Global Studies Program. Many of the concepts that were central to the presentation came from documents produced by Saitama City and MEXT. One key document was the Second Basic Plan for the Promotion of Education.

The basics of educational goals in Japan

One of the key points to the workshop was developing an understanding of the Global Studies program from as wide a view as is possible. The major goals of education, for example, should be found in a recognizable form in any given lesson. These are:

  • Develop social competencies for survival 
  • Develop human resources for a brighter future
  • Build safety nets for learning 
  • Build bonds and establish vibrant communities

The goal of Global Studies, which is strongly related to the above goals is:

~To raise students who can act independently, and live rich, vigorous lives for a bright future in a global society~

Other key concepts related that are central to Global studies are the ability to resolve issues, take independent action, develop respect for others, have pride in one’s own identity, and have a rich zest for life- all within an increasingly global society.

Development of curricular patterns

One of the key points to this presentation was a description of the curricular patterns that were emerging from English Education Research Model Schools. In essence these were as follows:

  • An emerging awareness for the need of balanced interplay between instruction and assessment
  • The use of CAN-DO Lists to inform curriculum, instruction and assessment
  • The importance of a 9 year vision for teachers at all stages
  • The development of units of study that incorporate all of the above

Issues faced in the development of Global Studies

During the workshop major issues that were emerging in English Education Research Model Schools were also presented. These can be seen below. July 16th 2015 meeting slides.001 July 16th 2015 meeting slides.002

Saitama Municipal ALT Workshop: Reflective Teaching

On June 17, 2015 I gave a workshop of being reflective in teaching to the Saitama City ALTs at the Saitama Municipal Institute of Education. Within the workshop I asked teachers to recall and review important teaching concepts that had been developed over the course of the previous 5 years. Another major theme of the workshop was the development and implementation of systematic reflection on instructional efficiency. Many of the core principals of this workshop were based on the work of Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel as found in their text, Instructional Rounds in Education.

Institutional Memory

Over the past 5 years the team dedicated to the development of the English Communication Ability Development Program (ECAD) piloted a number of instructional systems. The intent of each of these was to ensure that the many decisions surrounding teaching could be made effectively and efficiently . During this workshop I reviewed these and asked teachers to renew their understanding of them. This was especially important because of the somewhat transient nature of our staff. We reviewed the following:

  • SIMPLE- an acronym that describes how we should develop materials for lessons. This concept was develop by myself and David Bailey. The letters ask that teachers make sure all materials comply with the following: Suitable medium; Intuitive to use; Meets the lesson goal; Produced easily; Light on text; Exciting to use.SIMPLE Materials
  • SII (Show, Include, Involve)- this concept is a part of my own development of effect modeling protocol. The original modeling protocol calls for teachers to develop models that motivate, instruct, and prepare students for activities they will be asked to do.
  • 3D (Determine, Decide, Divide)- These three steps help teachers to develop effective links between instruction and assessment. First teachers must determine a detailed vision of what success in the lesson look like. Then they decide how they can provide effective, and formative feedback to students during their learning activities. Finally teachers divide the work of instructing/assessing students in a way that is suitable.

Reflective Teaching

Workshop Goals 7_15_15During a majority of this workshop teachers were asked to give short instructional demonstrations, then practice reflecting on their teaching. The goal was to help teachers to both give teachers a chance to review lesson plans that will be used during the first term, and to  have them practice reflective teaching.

In order for teachers to teach reflectively the following key concepts were presented:

  • Discussions between teachers should be based on the work of the institution and the program. Terminology and core principles from these sources make reflection objective and ensures uniformity across the city’s schools as well as within the school.
  • Observations and discussions should start with factual descriptions of what happened in the lesson. Rather than observing to define the quality of instruction (This is an interesting lesson) the observers should work to objectively collect evidence and reserve such judgements for later (10 students gasped with surprise at the activity, all students worked to solve the problem until the time was up, 5 students asked for more time before answers were given).
  • Any and all statements in reflective discussions must be well evidenced. Ideally the evidence is presented before the judgement. For example:

10 students gasped with surprise at the activity. All students worked to sole the problem until the time was up. 5 of the students asked for more time finish before the answers were given. So, this lesson’s activity was interesting for these students.

Workshop conclusions

As with any concept such as this, teachers will need practice at applying the concept in order for it to become an effective part of professional development. Many of the teachers need more experience in giving instructional demonstrations in a way that forwards discussions.