Tomoyukiko
The Motivation of Speaking Activities
Iyu
How do special needs students and mainstream students interact with each other through collaborative learning?
I did my teaching practice at Fuzoku special support school for about 2 weeks. Interacting with children in a class I belonged to, I noticed these children growing up everyday and interacting others, though it has less interaction among these children than children in a regular class. Then, I wonder how they interact with other people. I get information that children in elementary school section in Fuzoku special support school has an event interacting with children who belong to Fuzoku elementary school. I am going to observe this event and how children both in Fuzoku special support school and in Fuzoku elementary school and I’m going to ask teachers something about the event. From next course of study, 交流及び共同学習 should be promoted to realize 共生社会. So, I would like to know how to do 交流及び共同学習 and how children interact each other through it.
Meiji-guy
A Study of Vocabulary Acquisition Using an Application
Introduction
Overview of issues in learning vocabulary
Literature review
- What is vocabulary knowledge?
- What is vocabulary acquisition.
- What are effective ways for vocabulary teaching and learning?
- CALL
Research question: What type of Application usage is most effective for vocabulary acquisition?
Method:
Participants: JHS students or university students, 3 to 5 per group
Grouping: one group uses a word list, one uses the word cards in order, one studies the words at random, one more quizlet method
Procedures: Identify participant levels by pre-test, participants learn 10 words in 15 minutes, post test, questionnaire about vocabulary learning
Results:
Comparing pre and post test, discussing results of survey asking participants about the learning styles
Discussion
Implications for vocabulary learning.
Conclusion
Yukazone
A Comparison between Asian primary Textbooks and Japanese Textbooks
Very Cold Erika
A Study of Revival Education in Inland and Coastal Iwate Elementary Schools
1. Introduction
After the Great East Japan Earthquake occurred, it has become important to carry out instruction of revival education in the school in Iwate.
Revival education is to revive the opportunity of learning supporting their mind who hurt by the earthquake and tsunami with the cooperation in school, household, and communities, and promote educational program in whole Iwate prefecture that students learn education comprehensively of disaster prevention on the basis of disaster experience and the way of ourselves to revivalization.
The purpose of this is to tackle in whole Iwate prefecture to be able to “pass on the experience of the tsunami and earthquake to future generations, think about oneself, and create a future-oriented society ”. Therefore, it is important to acquire the power to survive at all times through making use of the experience of the earthquake.
I was impressed the excellence of safety education and the aspect of victim to confront revivalization from the earthquake. So I wanted to carry out instruction of revival education mainly as a future teacher in elementary school. I think there are some differences between revival education in inner Iwate and that in coastal Iwate.
Research question
- What is the difference between revival education in coastal Iwate and inner Iwate?
- How to teach revival education to elementary school students?
Procedures
- Teach a class (for two)
By next week, Very Cold will choose to investigate RQ 1 or 2.
Rutake
English Education for Elementary School Children with Developmental Disorders
According to the revision of the course of study for elementary school, foreign language activity begins for 3rd and 4th grades student and foreign language subject begins for 5th and 6th grades students. As described in the course of study, in society that is difficult to predict, it is important for children to cultivate the competence to communicate with a lot of people. English education helps children to acquire the competence in elementary school.
I think it is not an exception that it’s important for children with developmental disorder to cultivate the competence to communicate with people. Through teaching practice at special needs education school, I realized some children like to interact with people. And then, I thought English education with a lot of language activities has good effects to develop communication skills for children with developmental disorders. So, I would like to study English education for children with developmental disorders. In this study, I will focus on Elementary school children with developmental disorders since my major is elementary school education.
There are a lot of activities to communicate with friends or teachers in learning English at elementary school. For example, singing, dancing, playing games activities. I think children with developmental disorders can enjoy learning English and communicating with their friends or teachers through English education in elementary school. That’s why, in this study, I would like to study whether English education in elementary school helps children with developmental disorder to cultivate the competence to communicate with people.
Research Question
How can primary school English education help facilitate the development of communicative abilities in children with disorders?
Procedure
Observe classes; compare instructional methods with how students communicate.
Interview teachers about effective methods.
CASE STUDY
Update
He went to Midori-ga-oka elementary school on 6/21 and saw how special needs children were communicating with others during foreign language activities. He became interested in learning about the kinds of communicative abilities that non-special needs students can get from communicating with special needs students. James asked him to read about “soft skills” in the book “Becoming Brilliant.”
Another type of skill to consider is “21st Century Skills”
Here is a report about what they are and how to assess them.
Sushina
A Comparison of ICT in Japanese and Australian Primary Schools
Bubbles
The Appropriate Time of Learning Pronunciation for Japanese
Chi-chan
A Study of Interactive Learning in English Education in Japan and the US