Blended Learning: Transform Daily Class into an Engaging Learning Environment
1. Masahiro Tanaka, Kazuo Tsuda, Tomoko Graham
United Nations International School Noble and Greenough School
Blended Learning:
Transform Daily Class into
an Engaging Learning Environment
16. Haiku LMS 学習管理システム
1.Pages-----
2.Calendar-
3.Connect--
4.Access---
Unit goals; vocabulary practice (Quizlet);
kanji slides; project guideline; directions
for oral journals; video lessons; etc.
Weekly schedule and homework
Discussion forum; WikiProjects; etc.
Grades; comments; report; online quiz;
etc.
21. 使用テキスト：きせつシリーズ (Tsuda & Shimano, 2000)
KISETSU 1 春一番
UNIT 1 ENCOUNTER
UNIT 2 AWARENESS
KISETSU 2 銀河
UNIT 3 REFLECTION
UNIT ４ ENVIRONMENT
http://www.kisetsu.org/
Ch 1 Meeting Someone for the First Time
Ch 2 Planning a Party
Ch 3 Getting Better Acquainted
Ch 4 Planning a Japanese Culture Week
Ch 1 Let’s Speak about Your Summer!
Ch 2 Let’s Teach Your Lesson Plan!
Ch 3 Let’s Write about Your Town!
Ch 4 Let’s Present Your School!
26. KISETSU 1 春一番 UNIT 1 ENCOUNTER
Ch 2 Planning a Party
Ch１ Meeting Someone for the First Time
Ch1 1.2-1 Daily Greetings (review) 6.24 min
Ch1 1.2 -2 Counting 1-100, 〜さい, Request 〜をください 7.32 min
Ch1 1.3-1 NのN, Telephone Number, Three strategies for confiTopic は,
Calling people rming information
8.46 min
Ch1 1.3-2 Asking and telling Prices; practice high numbers 6.29 min
Ch1 1.4-1 Be Verbです, Asking Yes-No questions, 〜じゃありません 8.40 min
Ch1 1.4-2 Topic は, Calling people 8.23 min
Ch2 2.2 Asking one’s preference; どちら、どれ、それともAnnouncing decision 6.27 min
Ch2 2.3 Counting people; Strategies for chairing a meeting 12.27 min
27. Ch3 3.2 Asking simple personal questions, AやB, Interrogative words
Ch3 3.4 Family terms, Directionに, Person と, Transportationで
Ch3 3.５ Adjectives in prenominal position, だから、でも, Telling what you like and
dislike
Ch 4 Planning a Japanese Culture Week (未開発）
Ch 3 Getting Better Acquainted (未開発）
Ch4 4.2 Movement V/Action V, Direction へ/に, Timeに,
Ch4 4.3 Telephone conversation, Conjunctionが, 〜のことですが, いきますvsきます
Ch4 4.4 じゃ、〜から〜まで
Ch4 4.5 Existential V います、あります, Subject が, Counting people and things w/〜つ
Ch4 4.6 Locationで
KISETSU 1 春一番 UNIT 2 AWARENESS
28. Ch 2 Let’s Teach Your Lesson Plan!
Ch１ Let’s Speak about Your Summer!
Ch1 1.2 Person と, transportation で, timeに 7:29 min
Ch1 1.3-1 N/na-Adj. conjugation; past tense 8:47 min
Ch1 1.3-2 i-Adj. conjugation; past tense 6:20 min
Ch1 1.4 Verb conjugation; past tense; word order w/particles and interrogative words 8:40 min
Ch1 1.5 Vたいです, どんな, relative time words 7:07 min
Ch2 2.2 Xになります, Xにします, 〜分 8:20 min
Ch2 2.3 Verbてform, formation rules, 〜てください, 〜て、〜て, 〜てもいいですか 7.09 min
Ch2 2.4 Verbてform, giving directions for warm-up exercise, Vteいます 11.30 min
Ch2 2.６ こそあど, Verb nonpast negative, Vないでください 12:33 min
KISETSU 2 銀河 UNIT 3 REFLECTION
29. Ch4 Let’s Present Your School!
Ch3 Let’s Write about Your Town! (未開発）
Ch4 4.2 Linking sentences using て form, けれど／けど 10:00 min
Ch4 4.3 Making a list, Giving examples, とくに, XのためのY 8:50 min
Ch4 4.4 Paraphrasing XとはYのことです, ClassifyingXというY, XはYのようです 10.13 min
Ch4 4.5-1 Verbs of wearing, Vています, 〜し、〜し 12.41 min
Ch4 4.5-2 Vてもいい,Vてはいけない,Vなければならない, Vなくてもいい 9.45 min
Ch4 4.6 Nominalizers の & こと, 〜と思う、ので、linking sentences in written style 13.39 min
Ch3 3.2 Sentence Modyfier
Ch3 3.3 Locationに（は）Xがあります/います、XはLocationにあります/います、location Nouns
Ch3 3.4 Quantity in あります/います、Counters本、台、個、冊，枚、匹etc.
Ch3 3.5 Vことができます、Vdictことができます, XのためのY, たとえば
Ch3 3.6 XはYより, 〜のほうがAdj., 同じくらいAdj., でしょう, XはYほどneg.
KISETSU 2 銀河 UNIT ４ ENVIRONMENT
43. 参考文献
Bergmann, Jonathan and Aaron Sams. Flipped Learning: Gateway to Student
Engagement. (2014)
Garrison, Randy and Norman Vaughan. Blended Learning in Higher Education:
Framework, Principles, and Guidelines, (2008)
Stein, Jared and Charles R. Graham. Essentials for Blended Learning: A
Standards-Based Guide. (2014)
Sutton-Brady, Catherine, et al. “The value of using short-format podcasts to
enhance learning and teaching.” (2009) ALT-J Research in Learning Technology
徳本浩子. (2011) ブレンド型授業の実践とその実効性に関する考察. 名古屋外国
語大学外国語学部紀要、第４２号
44. Masahiro Tanaka
United Nations International School
Blended Learning:
Transform Daily Class into
an Engaging Learning Environment
Interactions
49. Chapter 4: Let’s Present Your Schools!
Goals:
Students will
- inquire and learn about their school and Japanese high schools; campus, classes,
and student life.
- describe their school by collecting information and doing a research.
- compare their school with schools in Japan and other places to realize what
makes their school unique and special as community.
- create a school pamphlet to introduce their school. [Writing Assessment]
- create a promotional video about their school. [Speaking Assessment]
65. 対面学習の方がいい理由
When you're learning face to face, you can ask questions and get quick
answers/feedback rather than have to wait until the next class or emailing.
You can't ask questions to a video lesson
Face-to-face is more interactive and enjoyable
Face-to-face allows me to retain information better and makes learning a bit more
fun than when you're interfacing with a computer.
66. ACTFL Blended Learning
with Critical Thinking
and Global competence
through Language and
Literature
Kazuo Tsuda, United Nations International School
67.
68.
69. Recognize Perspectives
Communicate Ideas
Investigate the world
Take Action
By US Department, CCSSO & Asia
Society
Understand the World through
Disciplinary and Interdisciplinary
世界を
調査する
(IB)
Enquiry
行動に移す
Take Action in
Class and out
side of Class
多様な視点
を認識する
Various Text Styles,
Different point of view &
Critical Thinking
考えを
伝える/やり取り
Inter-
Active/spiral
sequences
世界を理解する
教科＆他教科を通し
て
CLIL/ TOK(IB)
71. 演劇的指示文／演劇的会話文：Dramatic
writing：director point of view+ speaker
point of view + short sentences
物語文：Narrative writing: what sentences
+ but sentences + so sentences
インタビュー質問文：Interviewing style
writing: Self describing sentences +
Question sentences
報道文：News report writing: lead sentence
+ 5w1h+news passive voice
72.
73. IB CEFR ACTFL
HL Language A: literature
HL Language A: language and literature
SL Language A: literature
SL Language A: language and literature SL Literature
and performance
SL Language B HL
Language B SL
Language ab initio
C2 Mastery
C1 Effective
operational
proficiency
B2 Vantage
B1 Threshold
A2 Waystage
A1 Breakthrough
Distinguished
Superior
Advanced
Intermediate
Novice High
Novice Mid
Novice Low
74. NEW IB 2011-2016
Syllabus SL/HL A
Part 1 Language in cultural context
Texts are chosen from a variety of sources, genres and media
Part 2 Language and mass communication
Texts are chosen from a variety of sources, genres and media
Part 3 Literature—texts and contexts
Two or three literary works, one of which is a work in
translation
Part 4 Literature—critical study
Syllabus B SL/HL
Core
Social relationships
Communication and media
Global issues
2 options
Health
Customs and traditions
Leisure
Cultural diversity
Science and technology
Literature (HL)
2 works
75. Current Issuesと言語教育での捉え方とその２１世紀的意義
• AP Japanese や IB Japanese B で現
れた近年の課題言語教育の社会化
– 地球規模の課題
– 社会関係の課題
– コミュニケーションとメデア
– 継承語教育と外国語教育の区分けの変化：出
口（遂行能力による基準化）
– 継承語的基準の遂行能力による変更
– 継承語教育から一般言語教育
– クリティカルシンキングの要請
• 初級から中級（下、中）から中級（下、
中）から中級（上）上級（下、中、上）
– 遂行能力による基準化と上昇化
OPI CEFR IB AP
Distinguishe
d
C2 HA lit
HA lag
Superior C1 SA lit
SA lag
Advanced B2 HB
Inter mid
High-Mid
B1 SB
AP
Inter mid
Low-Mid
A2 Ab initio
Novice
High
A1
Novice
Low
76. Current Issuesと言語教育での捉え方とその２１世紀的意義
AP Japanese や IB Japanese B で現れた近年の課題言
語教育
社会化 / IB・AP Japanese
Global competence:
Paragraph-development (text development)
– 地球規模の課題 福島原発問題
– 社会関係の課題 福島原発問題
– コミュニケーションとメデア福島原発問
継承語教育と外国語教育の区分けの変化：
出口（遂行能力による基準化
CLIL /TOK (IB)
CBL/Project Based instruction
– 継承語的基準の遂行能力による変更
– 継承語教育から一般言語教育
– クリティカルシンキングの要請
初級から中級（下、中）から中級（下、中）から中級（上）上級（下、中、上）
Spiral Continuity Development
Text Style Paragraph Development/ Routine
– 遂行能力による基準化と上昇化
OPI CEFR IB AP
Distinguishe
d
C2 HA lit
HA lag
Superior C1 SA lit
SA lag
Advanced B2 HB
Inter mid
High-Mid
B1 SB
AP
Inter mid
Low-Mid
A2 Ab initio
Novice
High
A1
Novice
Low
87. CLIL
Grade: Fall Semester Spring Semester
7th Grade Silk Road /縄文-弥生 Short poem俳句季語
internationalism
geometry history
8th Grade Renaissance/封建都市 Short poem俳句切字
地形・説明文
9th Grade Enlightenment/江戸・明治 Short poem俳句史
自分史・
10th Grade Imperialism/明治後期 Short poem俳句論
評論
