活動記録と振返り（かいます研究室）

1.   Introduction As I posted t he creation of a rubric in the previous time, I would like to argue rubrics from viewpoints of a participatory approach in detail. This is because it is hard to find participatory approach from the net despite the fact that there is much reference about rubrics.     2. Aims of Rubrics Teachers usually create rubrics. As described in much literature, rubrics are grading or scoring tools to show performance expectations from teachers' sides. Rubrics shown in Fig.1 are kinds of matrixes from dimensions and performance levels. Fig. 1: Form of rubrics Level 1 Level 2 Level 3 Level 4 Dimension 1 Desc. 1.1. Desc. 2.1. Dimension 2 Desc. 1.3. Dimension 3 Examples of dimensions are presentation, communications, etc.  In short, the dimensions come from discomposed overall goal.  Performance levels mean degrees of achieveme

In the classes, students created a rubric for Practice II. 1. Preparation Prior to the classes, I thought about appropriate approaches to create a rubric for students.  If I asked the students to create a rubric from beginning, it would be time-consuming. I presumably need more explanation to create.  I expect that they spend one session (90 min) in creating the rubric for the Practice.  So I think I would better to show logic model firstly as shown in the following figure. Then I construct the rubric from the logic model. The rubric is actually matrix. Items in X axis (horizontal axis) are degrees of achievements.  Y axis also drives from elements, which are  decomposed  from the logic model.  During the class, I will explain the logic model, X and Y axis in the rubric respectively. I constructed incomplete one. Partially, in short, I fill in the matrix in the rubric. I anticipate what kinds of difficulties they have. I think, this can be an effective and efficient way

1.  Before the talk      After I got Batam Island, Indonesia. I visited UIB, Universitas Internasional Batam at that afternoon.  I presented what I did at uni. Prior to the talk, I met vice rectors.  They gave me interesting topics about difference among students' behaviours from different countries. Japanese are rather serious and many are apt to speak nicely. Grammatical errors are not preferable in their talking.  They are also shy but diligent. One of the rectors also mentioned that one student would like to join the international programme again. Then I got one thing to raise an issue later on.  2. Presentation      After talking to them for a while, I moved to the venue.  Around 20 staff were waiting. I started presenting. I also told them to interrupt me if they had questions. After self-introduction, I started talking. Initially the participants showed interests in missions of women's universities. In Southeast Asia, there is no women's university, I