Meeting with Tamotsu (4/24, 5/3, 5/18)

Research questions

  1. Will students who take the TPPT lessons show improvement in accuracy, fluency, and content?
  2. What are students’ attitudes towards assessment/communication in a TPPT lesson? (Decide the instrument; questionnaires? class reflection?)

First class: May 26 (Pre-test before May 26)

Participants

2 homerooms (34 students, experimental) x 9 periods; grade 3 (Program 3)

Materials to make

Pre-tests and Post-tests

Two students interacting (Confirm the rubric and the task)

There are two topics

Pre-test: (1) Weekend or hobbies; (2) Introduction in Japanese; tell them to tell their partner 4 things they can do to save the earth and react to their partner’s ideas.

Rubric has been created. It is important to video record students; M1 students will help with rating.

Detailed teaching plans

The concept of task: Tamotsu should make his own definition of task based on mainstream theory and his circumstances.

  • Small talk
    • Topics will be varied
    • It will be based on Tamotsu’s definition of task.

Tamostu has designed teaching plans based on the Small-talk & TPPT model. He will show more to James on Thursday.

Ideas for “How to” (Brainstorming)

  • How to cook
    • pancakes
    • eggs
    • rice
    • curry
    • ramen
    • yakisoba
    • okonomiyaki
    • hamburger
    • tonkatsu
  • How to make
    • a sandwich
    • a salad
    • an onigiri
    • sushi
    • cookies
    • a cake
    • cup noodle

Sports/ arts

  • How to swim
    • do the sansa dance
    • play chess
    • play the violin
    • play the taiko drums
    • surf
    • windsurf
    • sail
    • mountain climb

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