{"id":4061,"date":"2026-09-30T18:32:43","date_gmt":"2026-09-30T09:32:43","guid":{"rendered":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/?p=4061"},"modified":"2026-10-07T18:44:13","modified_gmt":"2026-10-07T09:44:13","slug":"dragon-meeting-on-9-30","status":"publish","type":"post","link":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/dragon-meeting-on-9-30\/","title":{"rendered":"Dragon Meeting on 9\/30"},"content":{"rendered":"\n

Our seminar folder.<\/a><\/p>\n\n\n\n

Seminar Days<\/h2>\n\n\n\n

September 30:<\/strong> Planning for the semester
October 7: <\/strong>
Ai O: Questionnaire; Ren Ai: Do her experiment; Daiki: Questionnaire, Tentoku: Experiment;
Ai S: questionnaire + activity; Momoka: Questionnaire + video
October 14: <\/strong>Teaching Practice
October 21 : <\/strong>
Yuki = Questionnaire; Natsumi = Questionnaire; Kazu Activity to enhance student motivation;
October 28: <\/strong>Normal zemi, Tentoku’s practice class
November 4: <\/strong>Normal zemi, Ai Mock Lesson
November 11:<\/strong> Normal zemi
November 18: <\/strong>Friday classes
November 25: <\/strong>James has a conference at Fuzoku ES
December 2:<\/strong> Mid-term presentation (Data collected and mostly analyzed)
December 9:<\/strong> Normal zemi
December 16: Normal zemi
James in Thailand from 1\/4 \u2013 1\/15
January 20: Handing in the thesis<\/p>\n\n\n\n

Notes <\/h2>\n\n\n\n
    \n
  • Overall:<\/strong> Everyone is making progress on planning their research, which is great! I am worried about one thing, though. When giving a questionnaire or teaching an experimental lesson, we need to make sure it directly addresses what has been researched about the topic. For example, if we do a lesson to develop students’ multiple intelligences, we should first understand what research has been done on multiple intelligence instruction in Japan and what established programs exist. We should not give a questionnaire or do a class without sufficient knowledge of the underlying topic. <\/li>\n\n\n\n
  • Tentoku<\/strong> has a procedure planned. However, there are a lot of steps, and it is a little time-consuming. He wants each participant to have two kinds of feedback from AI and is hoping for 20 participants.<\/li>\n\n\n\n
  • Count Kazu <\/strong>needs to understand different kinds of motivation and then research activities designed to enhance these kinds of motivation.<\/li>\n\n\n\n
  • Ai S. <\/strong>will do a CLIL lesson for Shougakkou Eigo students!<\/li>\n\n\n\n
  • Momoka<\/strong> needs to determine what she wants students to gain from watching a video about refugees based on research on how Japanese people understand the situation of refugees.<\/li>\n\n\n\n
  • Both swimmers (Natsu & Yuki<\/strong>) want to do a questionnaire at Fuzoku JHS. I will need letters from the ASAP.<\/li>\n\n\n\n
  • Daiki <\/strong>has to finish his questionnaire BEFORE his teaching practice. He might need to reduce the number of items. Also, he might need to ask some positive questions about English.<\/li>\n\n\n\n
  • Ren I <\/strong>has developed some interesting materials to understand students’ understanding of prepositions. When she does these activities at junior high school it will be important for students to understand the purpose of it. <\/li>\n\n\n\n
  • Ai O is making progress on her research. I want to know what the “policy-based images” are that she has researched.<\/li>\n<\/ul>\n\n\n\n

    Theses at a Glance:<\/h2>\n\n\n\n