Hiroshima University Syllabus

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Japanese
Academic Year 2019Year School/Graduate School Graduate School of Education (Master's Program)
Lecture Code NMD10020 Subject Classification Specialized Education
Subject Name 教科教育学融合プロジェクト
Subject Name
(Katakana)
キョウカキョウイクガクユウゴウプロジェクト
Subject Name in
English
Project for Integrating Curriculum and Instruction Sciences
Instructor TOMIKAWA KO,UCHIDA MASAZOU,IMAKAWA SHINJI,TERAGAITO MASAKAZU,FUKAZAWA SEIJI,KUROSAKA SHIHO,HAMAMOTO YOSHIYASU,SASAKI ISAMU,HATA HIROTO,SUZUKI HIROYUKI,SHIMOMURA TETSU,YUI YOSHIMICHI,AMIMOTO KIICHI,NAGAMATSU MASAYASU,IKEHATA RYO
Instructor
(Katakana)
トミカワ コウ,ウチダ マサゾウ,イマカワ シンジ,テラガイト マサカズ,フカザワ セイジ,クロサカ シホ,ハマモト ヨシヤス,ササキ イサム,ハタ ヒロト,スズキ ヒロユキ,シモムラ テツ,ユイ ヨシミチ,アミモト キイチ,ナガマツ マサヤス,イケハタ リョウ
Campus Higashi-Hiroshima Semester/Term 1st-Year,  First Semester,  First Semester
Days, Periods, and Classrooms (1st) Mon9-10:EDU K108,EDU K114,EDU K215
Lesson Style Lecture Lesson Style
【More Details】
  Lecture and discussion, using blackboard and slides, student-oriented discussion 
Credits 2 Class Hours/Week   Language on Instruction J : Japanese
Course Level 7 : Graduate Special Studies
Course Area(Area) 23 : Arts and Humanities
Course Area(Discipline) 23 : Cultural Studies
Eligible Students Lecture and discussion, using blackboard and slides, student-oriented discussion
Keywords Curriculum and instruction science, materials development, integration of multiple subjects, creation of knowledge (innovation of knowledge) 
Special Subject for Teacher Education   Special Subject  
Class Status
within Educational
Program
  Required subject for 2nd year graduate students in master’s program in curriculum and instruction sciences 
Criterion referenced
Evaluation
 
Class Objectives
/Class Outline
Students in 10 majors in Program in Curriculum and Instruction Sciences will be grouped into each of the four multiple domains of knowledge and develop abilities in problem-solving and multiple task-setting by 1) developing teaching materials from multiple viewpoints beyond the subject boundaries and 2) collaboratively pursuing practical issues in curriculum and instruction sciences.  In classroom activities, the four groups will participate in self-initiative and collaborative manners and develop teaching materials to be utilized in the secondary school level in Japan.  
Class Schedule lesson1:Orientation and explanation of course objectives and class schedule
lesson2:General explanation the objectives and coursework of STEM group
lesson3:General explanation the objectives and coursework of ESD group
lesson4:General explanation the objectives and coursework of CLIL group
lesson5:General explanation the objectives and coursework of CLIL group
lesson6:Prospects and challenges of subject-integration led by STEM groups: (1) teaching materials design
lesson7:Prospects and challenges of subject-integration led by STEM groups: (2) Discussion and preparation of PowerPoint materials
lesson8:Prospects and challenges of subject-integration led by ESD groups: (1) teaching materials design
lesson9:Prospects and challenges of subject-integration led by ESD groups: (2) Discussion and preparation of PowerPoint materials
lesson10:Prospects and challenges of subject-integration led by CLIL groups: (1) teaching materials design
lesson11:Prospects and challenges of subject-integration led by CLIL groups: (2) Discussion and preparation of PowerPoint materials
lesson12:Prospects and challenges of subject-integration led by AME groups: (1) teaching materials design
lesson13:Prospects and challenges of subject-integration led by AME groups: (2) Discussion and preparation of PowerPoint materials
lesson14:Prospects and challenges of subject-integration led by AME groups: (2) Discussion and preparation of PowerPoint materials
lesson15:Group presentations by CLIL and AME groups (2) and overall comments by teaching staff

The students are to submit hand-outs and PowerPoint files used in oral presentations in 14th and 15th weeks.  Evaluation will be made by the teaching staff of each subject area
At the end of the day, students are to fill in and submit the day’s class reflection sheet in approximately 5 minutes 
Text/Reference
Books,etc.
  No particular textbooks and reference books are assigned 
PC or AV used in
Class,etc.
  Blackboard, slides, PowerPoint and Blackboard Learn R9.1='Bb9' (https://webct.riise.hiroshima-u.ac.jp). 
Suggestions on
Preparation and
Review
lesson1:To think about the significance of integration beyond subject boundaries as the course objective and fill in the worksheet
lesson2:Review: to understand the contents of STEM, think about the coursework in weeks 6-7 and fill in the worksheet.
lesson3:Review: to understand the contents of ESD, think about the coursework in weeks 8-9 and fill in the worksheet
lesson4:Review: to understand the contents of CLIL, think about the coursework in weeks 10-11 and fill in the worksheet
lesson5:Review: to understand the contents of AME, think about the coursework in weeks 12-13 and fill in the worksheet
lesson6,7:Review: To think about the prospects and challenges of subject-integration led by STEM groups, prepare for the group presentation and fill in the worksheet.
lesson8,9:Review: To think about the prospects and challenges of subject-integration led by ESD groups, prepare for the group presentation and fill in the worksheet.
lesson10,11:Review: To think about the prospects and challenges of subject-integration led by CLIL groups, prepare for the group presentation and fill in the worksheet.
lesson12,13:Review: To think about the prospects and challenges of subject-integration led by AME groups, prepare for the group presentation and fill in the worksheet.
lesson14:To make a joint presentation by STEM and ESD groups aiming at materials development
lesson15:To make a joint presentation by CLIL and AME groups aiming at materials development

 
Requirements   The class will be done by each core group (in three separate classrooms) in weeks 6-13 in order to understand the idea of integrating multiple subjects.  TAs will help to make sheet arrangements and presentations. 
Grading Method   The class will be done by each core group (in three separate classrooms) in weeks 6-13 in order to understand the idea of integrating multiple subjects.  TAs will help to make seat arrangements and presentations. 
Message This class aims at freely exploring the possibilities and practicalities of integration across subject areas.  It is hoped that positive brainstorming activities will bring new integrated knowledge beyond the subject boundaries.   
Other   
Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching. 
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