タグ: Japanese Teaching

Online Teaching for Class 1836 (Composition) on June 22, 2020

Date: June 22th on Monday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show pictures that were materials for composition. Powerpoint was also used but only on the teacher’s computer screen.

Numbers of Students:

 – At the beginning:

     – Self-claiming attendance by the means of input “Shusseki” onto BBS: 28

     – Attendance check using the video conference monitor: 26

– At the end by sending photos of composition:

Class Activities:

 -1: In the 1st session, the students were asked to proofread and revise the chapter of abstract, conclusions, and remarks in their paper.

 -2: Each student was called and read part of his/her paper. Teacher gave him/her advice.

-3: In the 2nd session, the students write a short essay to describe one of three poems about love. Those three poems were given to the student using BBS. The students were required to take a photo of their hand writing and send it to me when the class was over.

Homework:

No HWA

Issues and Problems:

Three poems about love were given to the students to write a short essay. The most popular one that was chosen by many students was “Aki no Seppun (A Kiss in Autumn)” by Ms.Masako Takiguchi. I think this poem is about love that was lost. Scattered white flowers of bushclover on a path, White ashes on a trail in the mountain, and wind blow coming through Japanese pampas grasses are all indicating the sadness of losing love. This is just my understanding. I feel sadness, emptiness, and a huge void in mind when I read this poem. Am I wrong? I don’t know. But it was interesting that most students thought this poem was romantic and beautiful with joy of love. Maybe it is natural that there is a difference about interpretations on the same poem between 20-year olds and a 50-year old.     

Online Teaching for Class 1939 (Listening) on June 22, 2020

Date: June 22nd on Monday, 2020 from 9:50 to 11:20 (10:50 – 12:20 in JST)

Course: Japanese Listening 2

Used app: Video Conference on DingTalk. Eight images were used supplementary  on BBS so that a student could look at the images on smartphone simultaneously when watching the video conference. I was also looking at PPT slides during the class on my computer screen. These PPT slides were not shown to the students, but showed me the scripts and were used to play the audio by the embedded mp3 files onto the slides.

Numbers of Students:

– At the beginning:

– Self-claiming attendance by the means of input “Shusseki” onto BBS: 26

– Attendance check using the video conference monitor: 27

– At the end by answering the question that I gave them at the end of the class: 19

Class Activities:

– “V-ta hou-ga ii” and “V-nai hou-ga ii”.

– Exercise I and II of the section 25 in the textbook

Homework Assignment:

– No homework was assigned.

Issues and Problems:

< I have no time to write them now>

Online Teaching for Class 1837 (Conversation) on June 22, 2020

Date: June 22th on Monday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used supplementarily to show 14 pictures during the video conference.

Numbers of Students:

 – At the beginning:

   – Self-claiming attendance by the means of input “Shusseki” onto BBS: 26

   – Attendance check using the video conference monitor: 21

 – At the end by answering the question that I gave them at the end of the class: 19

Class Activities:

 – Review of introduction of Causative-Passive sentences using “Dekiru Nihongo” Chap.13

 _ Introduction of Causative-Give and Take sentences using the textbook

Homework Assignment:

 – No HWA

Issues and Problems:

Online Teaching for Class 1837 (Composition) on June 20, 2020

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

<This was a supplementary class that was done in irregular hours>

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  –

Responses to my requests like Quiz answers onto BBS:

  –       

  –

Class Activities:

Homework:

.

Issues and Problems:

Online Teaching for Class 1837 (Composition) on June 19, 2020

Date: June 19th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Video conference on DingTalk, BBS of the class was also used simultaneously to show the students some pictures.

Numbers of Students:

  – 24 students input their attendances on BBS. However only 19 students sent me their compositions at the end of the class. Also several students replied to me in the interview session. Therefore the self-claiming attendance is not accurate measure to record students’ attendance. 

Class Activities:

 Three activities were done in the class.

 -1: To proofread and correct their paper about tourism of a particular prefecture of Japan. This was a task only in the first session.

 -2: To compose a description about 4-picture manga which was one of three that were drawn by the late Machiko Hasegawa. This was a task in the second session. Those compositions were sent in the form of JPEG to the teacher when the class was over. 

 -3: Each student was called by teacher one by one to video call. He/she was asked to read out part of his/her paper for 1 minutes and 30 seconds. The teacher gave a feedback for writing and/or speaking. Since these interview took time, this activity had been done all through the first and second sessions. So two activities were simultaneously ongoing; 3 and either of 1 or 2.  17 students could made interviews with me. 

Homework:

. – No HWA

Issues and Problems:

 On Tuesday 16th for class 1836 , I called each student one by one after I closed video conference. That took minutes only just to make a connection. So for this time, I was just keeping the video conference turned on, I called a student in that conference. This might have been a disturbance for other students to write their composition. However, I wanted to save the class time.   

Online Teaching for Class 1837 (Conversation) on June 19, 2020

Date: June 19th on Friday, 2020 from 13:40 to 15:10 (14:40 – 16:10 in JST)

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used supplementarily to show some pictures during the video conference. The teacher used Powerpoint on part of computer display. The PPT was a kind of aid for teacher to conduct the class and also for playing audio that was embedded to a slide.   

Numbers of Students:

 – At the beginning: 26 by Self-claiming attendance by the means of input “Shusseki” onto BBS

 – At the end: 20 by asking a question

Class Activities:

 – Introduction of Causative-Passive sentences using “Dekiru Nihongo” Chap.13

 – The teacher asked the students many questions using the function of video conference. So the class activities were mush interactive.

Homework Assignment:

 – No HWA

Issues and Problems:

I asked the students whether or not he/she had the textbook there. This was the question that I made at the end of the class to check their attendance through the class time. The answer was surprise to me. None of them has it. They all left the textbook in the university dormitory. Until that time, I didn’t know that . Without knowing they didn’t have the textbook, I have already done most of the semester. I usually put all the pictures onto my PPT slides. Therefore the students hadn’t feel the necessity of textbook. So no one student told me that.

Online Teaching for Class 1837 (Conversation) on June 17, 2020

Date: June 17th on Wednesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

<This was a supplementary class that was done in irregular hours>

Course: Japanese Conversation 4

Used app: Video conference on DingTalk, BBS was also used so that students could refer to during the video conference. Twelve images and three audio clips were presented on the BBS for the class 1837.

Numbers of Students: 24 out of 28. Four students were thought to be absent throughout the class

Class Activities:

-Causative sentences of the type that gives a permission.

–

Homework Assignment:

– No HA.

Issues and Problems:

Video conference was often stopped. It seems that much more capacity is needed on internet communication when we do video conference.

Interactive activities took more minutes than I thought. I think it is okay because I still have many hours to teach until the semester ends. How much I taught is not a matter. How much the students have learned is the matter.

Online Teaching for Class 1837 (Conversation) on June 15, 2020

Date: June 15th 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 with 64 slides

Numbers of Students: 26 out of 28.

– Fully attendant for 90min : 21

– Shorter signing-in: 86, 47, and 26 seconds.

– Two students can be assumed their participation through the activities, although the system recorded no signing in.

Responses onto the BBS:

– Attendance check by a student his/herself: 26.

– 1st Quiz: 19 students responded.

– 2nd Quiz: 26 students responded.

– Attendance check at the end: 19 students responded.

Teaching: 

– Causative sentences, issues of “-totte” v.s. “-taishite”,  and “V1-ta toorini V2”

Homework Assignment:

– Five students were asked to send a MP3 or M4A by Wednesday night. Those students were asked to record their own speaking of conversation between two part time job workers.

Issues and Problems:

This was the last time that I taught in the form of PPT slide show streaming. The following conversation classes for 1837 class were changed to be in the form of Video conference. This change happened because I had to do many supplementary classes in the last three weeks of this semester.

Online Teaching for Class 1836 (Composition) on June 16, 2020

Date: June 16th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Video Conference on DingTalk. BBS was supplementary used to show pictures that were materials for composition. Powerpoint was also used but only on the teacher’s computer screen.

Numbers of Students: 28.

Students’ Responses:

 -1: Attendance check at the beginning: 26 students responded. One didn’t.

 -2: Submission of composition at the end of the class: 25 students sent me photographs of their composition on sheet of paper. Two students didn’t. 

Class Activities:

 -1: In the 1st session, the students were asked to proofread and revise the chapter of suggestion in their paper.

 -2: Each student was called and read part of his/her paper. Teacher gave him/her advice.

-3: In the 2nd session, the students write a short essay to describe one of three mangas that were shown on BBS. The students were required to take a photo of their hand writing and send it to me.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

I sent comments on their composition to describe a manga one by one after the class.

Online Teaching for Class 1836 (Composition) on June 9, 2020

Date: June 9th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 58 slides

Numbers of Students: 28.

– 90 minutes attendance: 24 students

– One student was recorded as complete absent through the class time by the system. However, the student sent me the answers of 5-question quiz. Three students were recorded their shorter participation; 84, 83, and 79 minutes.

Responses to my requests like Quiz answers onto BBS:

 -1: Attendance check at the beginning: 27 students responded. One came late.

 -2: Connection check in the middle of the class: 25 students responded to the question about stroke order of the kanji “必”.

  -3: Attendance check at the end: the answers of 5-question quiz were sent to me right after the class. 25 students sent. 8 student got the perfect scores of 5. But of the eight, two students sent their answers more than 20 minutes late. 

Teaching:

Review of 5-question quiz of the last class. Writing a research paper about tourism, and some grammatical issues from the textbook.

Homework:

To write abstract, conclusion, and remarks for the paper.

Issues and Problems:

< no time to write them right now>