Online Teaching for Class 1837 (Conversation) on Apr.3, 2020

Date: April 3rd on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 73 slides

Numbers of Students: 28

Fully attendant for 90min : 16,    Completely Absent : 3,

Shorter signing-in: 78, 68, 65, 37, 32, 31, 12 minutes, and 1 minute. The shortest was 18 seconds.

Responses onto the BBS:

– Attendance check by a student his/herself: 25, but one student was recorded as completely absent

– 1st Quiz: Only 12 students responded. The quiz was to make a short sentences using guessing “-souda”. I wanted students to use adjectives for emotion, but some used verbs.

– 2nd Quiz: 17 students responded. The quiz was to ask how to pronounce body temperature. The unit for first decimal uses “bu” which is usually pronounced “fun”.

– Attendance check at the end: 18

Teaching: 

– Review of quiz in last class putting emphasis on similarity of the changes of auxiliary verb “-youda” and Na-adjectives. Limitation of guessing “-souda” in time sequence was also explained.

– Feedback for the Homework : The students sent me drafts of conversation between a doctor and a patients. I made comments about speech style between doctor and patients. Additional comments on mother tongue interference through Kanji.

– The main teaching was about guessing “Youda”

– Listening to conversation that contains guessing “-youda” and hearsay “souda”.

Homework Assignment: Completing five sentences conversation using guessing “youda”

Issues and Problems:

This is a conversation class. So my concern is how far I should or may dive into grammatical things about auxiliary verbs “youda”,”souda”, ‘rashii’, and so on..

Online Teaching for Class 1837 (Conversation) on Mar.30, 2020

Date: March 30th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST). This is the first class on 5th week in second semester

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 64 slides

Numbers of Students: 28

Fully attendant for 90min : 20, Completely Absent : 2,

Late sign-in and/or early sign-out: 74, 71, 42, 32minutes, 35seconds, and the shortest 3 seconds.

Responses onto the BBS:

– Attendance check: 28, all the students wrote “Shusseki” on BBS, however, it is obvious that some students left the class immediately.

– 1st Quiz: 17 responses. Quiz is to tell the difference of speech levels between auxiliary verbs “youda”and “mitaida”.

– Attendance check at the end: 18 responses. This is to ask the meaning of “Kambyou-suru” whose Kanji(s)  have different meaning in Chinese.

Teaching: 

– Auxiliary verb “Mitaida”

– “Noun + rashii” for expressing a typical trait

Homework Assignment: Making a Japanese conversation script by listening to Chinese conversation to see a doctor in a hospital.

Issues and Problems: A lot, but I don’t have time to write them down now.

 

Online Teaching for Class 1837 (Conversation) on Mar.27, 2020

Date: March 27th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 76 slides

Numbers of Students: 28

Fully attendant for 90min : 19,    Completely Absent : 4,

Shorter signing-in: 59, 37, 36, 22minutes, and the shortest was 18seconds.

Responses onto the BBS:

– Attendance check: 25

– 1st Quiz: 18   Quiz is to find the sentence that uses auxiliary verb “Souda” for hearsay among other sentences that use “Souda” for guess.

– 2nd Quiz: 19  Quiz is to tell the similarity of conjugation between “Youda” and “Na-adjectives”

– Attendance check at the end: 18     This was also done in the form of quiz that requires to select the right combination for connections between (1) Adjective”Ii” and “Souda” for guess, and (2) Adjective “Ii” and “Youda”.

Teaching: 

– Auxiliary verb “Youda”

Homework Assignment: No homework at this time

Issues and Problems:

The number of PPT slides were more than what I could use in a class of 90 minutes. That meant I wasted hours for preparation for those slides. I should have predict how many slides could be used in 90 minutes class. In order to make prediction accurate, I should have measured how many minutes and seconds each slide would take and calculated total number of slides.

 

Online Teaching for Class 1837 (Conversation) on Mar.23, 2020

Date: March 23th on Monday, 2020 from 8:00 to 9:40 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 71 slides

Numbers of Students: 28

Fully attendant for 90min : 20,    Completely Absent : 2,   One minute: 3

Other three students stayed 12, 22, 66 minutes, respectively

Responses to the “During-the-Class_Quiz”:

1st Q=15, 2nd Q=20, and 3rd Q=18

Teaching:  Auxilliary verb “-souda” for guess.

Guessing using “Souda” is classified into three types.

-1 It seems that something is about to happen immediately

-2 Prediction

-3 Appearance

Although I don’t like classification in detail like above.

Issues and Problems:

How to confirm whether or not a student can operate a new construction using “Souda”.

Online Teaching for Class 1837 (Conversation) on Mar.20, 2020

Date: March 20th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint with 64 slides

Numbers of Students: 28

Completely Absent : 2

Signing in late and/or Signing out early : 7

Participated almost 90 minutes: 19

Responses to the “During-the-Class_Quiz”:

1st Q=17, 2nd Q=20, 3rd Q=18, 4th Q=17

Teaching:  V-te hoshii with basics of adjective “Hoshii”, Review of Section 9 from the point of views of casual-formal-honorable speech style.

Issues and Problems:

One way talking by the teacher was too much. Students’ participation is needed.

Online Teaching for Class 1837(Conversation) on Mar.16, 2020

Date: March 16th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk, Presentation by Powerpoint

Numbers of Students: 28

Of the 28, 21 students connected to the streaming, but 7 had left before the ending. The shortest participation was only just 2 minutes. The student typed his attendance on BBS when the class began, but left from the class quite immediately.

Responses to the “During-the-Class_Quiz”:

1st Q=18, 2nd Q=19, 3rd Q=17, 4th Q=19

Six students did not answer all four questions even though they were in status of participation.

Teaching:  V-te morau, V-te itadakemasenka. Abstract of Japanese honorific system

Issues and Problems:

In this online streaming teaching, I couldn’t pay attention to each student’s nature or tendency. It is like I am teaching toward one monolithic mass of students. But each individual student is different from others. I could know some small nuance by a particular student in particular moment in the real class room. And I could talk to one by one. I think the online teaching has a huge disadvantage in this regard.

 

Online Teaching for Class 1837(Conversation) on Mar.13, 2020

This is to record my online class of listening course for class 1837.

However, I haven’t had a concrete idea how to make a record of class activities yet, so this is a trial for making a record of online class.

Date: March 13th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Streaming on DingTalk

Numbers of Students: 29

The class lasted approximately 1hours 33 minutes. Most of students had participated all through the class, but one had just stayed 59 minutes.

Responses to the “During-the-Class_Quiz”:

1st Q=26, 2nd Q=19, 3rd Q=21, 4th Q=24

I made students write their answers onto BBS. This has a problem because students just refer to answers that were already shown on BBS. So this way is not good to make students think of the right answer by themselves. Actually my purpose is to check “Are you with me?”

Teaching:  V-te Ageru and V-te Kureru

< Actually I think this part is the most important for the record purpose. I would like to write more on this part, if I could.>

Issues and Problems:

Streaming my PPT presentation is just a one-way teaching. I cannot get students’ responses as I could get in the real classroom. I think that teaching to the students, getting reaction from them, and making feedback to them are so important to make a second language class interactive. I consulted this matter with the chief. He wrote that video conference would give me a quick reaction from students. I would like to try that function on DingTalk.