1. Greetings あいさつ COETAIL: Fall 2012
Self-Introduction 自己紹介 M. Romaine / R. Aya
Photo Bible

2. Reiko & Machiko Students
Pennsylvania
Classes are held on :
Monday, Wednesday, and Friday 9am-10am EST
14 hour time difference means 11pm-12pm Tokyo time
Wavephontac.com Isle-of-noises.blogpost.com

3. Standards Met
NETS Teachers Standards:
2. Design and Develop Digital Age Learning Experiences and Assessments.
ISTE/NETS Standards:
1b: Create original works as a means of personal or group expression.
4b: Plan and manage activities to develop a solution or complete a project.
ACTFL Standards; National Standards for Foreign Language Education -
Communication (Communicate in Languages Other Than English)
• Standard 1.3: Students present information.
Culture
• Standard 2.2: Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
Connection
• Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.

4. 21st Century Foreign Language Education with Technology Use

5. Tools Used

6. Assignment Sample

7. Introduction of the Projects and the Students’ Reactions
1. Greetings ／挨拶
2. Self intro ／自己紹介
http://aww.ninemsn.com.au/news/newsstories/8489739/kate-must-curtsey-to-beatrice-and-eugenie

8. Japanese Greetings Project
Rubric
Category 4 3 2 1
i) Use of Class Time /contribution Used time well during and Used time well during and Used some of the time well Did not use allotted time. No
in class between each class period. between each class period. during and between each class focus given
Focused on getting the project Usually focused on getting the period. There was some focus on the project OR often
done. Never distracted others. project done and never on getting the project done but distracted others.
distracted others. occasionally distracted others.
ii) Required Elements The project includes all required All required elements are All but 1 of the required elements Several required elements were
elements as well as additional included in the project. are included in the project. missing.
information.
iii) Attractiveness of visuals The project is exceptionally The project is attractive in terms The project is acceptably The project is distractingly
attractive in terms of design, of design, layout and neatness. attractive though it may be a bit messy or very poorly designed. It
layout, and neatness. messy. is not attractive.
iv) Knowledge Gained The presenter can accurately The presenter can answer most The presenter can accurately The presenter have insufficient
answer all questions related to questions related to facts in the answer about 75% of questions knowledge about the facts or
facts in the project. project. related to facts in the project. processes used in the project.
v) Oral Presentation The presenter speaks clearly, The presenter speaks clearly, try The presenter speaks clearly, The presenter does not speak
stay on topic, provide excellent to stay on topic, provide good laugh at times, don't stay on clearly, stay on topic, provide
examples and are completely examples and are somewhat topic, provide good examples poor examples and are not
prepared. prepared. 1and are not completely prepared to present.
prepared.
https://docs.google.com/document/d/1PztXsfeOchr-K4TeuwYhB9NhihtgeLkIXeY7Es1Ph_M/edit

9. Students’ work sample

10. Self-Intro Project
Our reason for the
second assignment
Assignment details
Students’ reactions
Project Results

11. The Students’ Works Ready to Make a Connection
to the Japanese-Speaking Community
Self intro.C

12. Students’ Reflection Samples:

13. Videos
Greetings video 1.W
Greetings video 2.J
Greetings video 3.E
Self-intro video 1.B
Self-intro video 2.J
Self-intro video 3.W
G Reflection 1.E
G Reflection 2.B
SF Reflection 1
SF Reflection 2 Reflection on Technology use 1
Reflection on Technology use 2

14. How did they do?
•The students acquired basic communication skills: greetings and self
introduction.
•The students have increased their awareness of cultural understanding
through comparison.
•The students advances their reflection writing, experienced the value of
visiting the office hours.

15. Next time we will change three
things in these assignments:
We are planning on sharing the projects and our
findings at Japanese teachers workshops: TIOM,
ACTFL, etc., so stay tuned if you are interested.

16. What both of us learned…
Late 1970~ Communicative Approach (CA)
2010 Social Networking Approach (SNA)
<a href="http://free-illustrator.com/"> フリーイラストレーター素材 </a>

17. 12/1/2012
Thank you for listening to our presentation!
ご清聴ありがと
うございました。