8A001901 Pedagogical Approaches for English Academic Reading and Writing

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School Writing Center (University Wide Courses for Graduate Students)

Lecture Code 8A001901 Subject Classification Specialized Education

Subject Name Pedagogical Approaches for English Academic Reading and Writing

Subject Name
（Katakana）ペダゴジカル　アプローチズ　フォー　イングリッシュ　アカデミック　リーディング　アンド　ライティング

Subject Name in
English Pedagogical Approaches for English Academic Reading and Writing

Instructor WANG TINGJIA

Instructor
(Katakana) ワン　ティンジア

Campus Higashi-Hiroshima Semester/Term 1st-Year,  First Semester,  Intensive

Days, Periods, and Classrooms (Int) Inte：Online

Lesson Style Lecture Lesson Style
(More Details) 　

Lecture, Discussion, Exercises

Credits 1.0 Class Hours/Week 　 Language of Instruction E : English

Course Level 5 : Graduate Basic

Course Area（Area） 21 : Fundamental Competencies for Working Persons

Course Area（Discipline） 06 : Globalization/International cooperation studies

Eligible Students All postgraduate students of all fields

Keywords Academic Writing, English skills, Pedagogical strategies, Lesson design
Teaching and Learning Cycle

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline This course is a 2-day intensive course held on April 27 and 28 (Saturday and Sunday), 2024, online through Microsoft Teams. This course aims to develop graduates' pedagogical skills in lesson plans to facilitate their preparation and delivery of a course in Academic Writing in English. This course will introduce a pedagogical approach called Teaching and Learning Cycle and provide students opportunities to develop their teaching ideas into a lesson plan with the use of a provided template. This course will develop students' evaluative skills of potential teaching resources, time management and self-evaluative skills to their own lesson design.

In addition to the Teaching and Learning Cycle, this course will introduce another pedagogical concept known as Technological Pedagogical Content Knowledge (TPACK) framework, which will premise students' teaching practice on a theoretical foundation. The TPACK framework provides a descriptive and evaluative tool to facilitate an educator's development of various types of knowledge and necessary skills in today's teaching context, including the disciplinary knowledge, the pedagogical knowledge and the ICT knowledge. This course will introduce the TPACK framework and discuss what kind of TPACK knowledge is needed in teaching Academic Writing in English.

Graduates who are interested in pedagogy and/or potential TA opportunities in the Writing Center are both welcomed.

Class Schedule lesson1 Introduction (Day 1, 8:45-10:15)
This lesson will introduce the Teaching and Learning Cycle, the outline of this course, the expectation and the assessment.

lesson2 A Modelling Lesson (Day 1, 10:30-12:00)
This lesson will demonstrate how to prepare a Modelling lesson and develop a lesson plan in the provided template. Students will have opportunities to practise on their selected teaching topics and resources to develop a Modelling lesson.

lesson3 A Joint Construction Lesson (Day 1, 12:50-14:20)
This lesson will demonstrate how to prepare a Joint Construction lesson and develop a lesson plan in the provided template. Students will have opportunities to practise on their selected teaching topics and resources to develop a Joint Construction lesson.

lesson4 An Independent Construction Lesson (Day 1, 14:35-16:05)
This lesson will demonstrate how to prepare an Independent Construction lesson and develop a lesson plan in the provided template. Students will have opportunities to practise on their selected teaching topics and resources to develop an Independent Construction lesson.

lesson5 The Teaching and Learning Cycle (Day 2, 8:45-10:15)
This lesson will recap the lesson design of the Modelling, Joint Construction and Independent Construction lessons and the cohesion in between. Students will have opportunities to brief their lesson plans in small groups and suggest on each other's lesson plans.

lesson6 The TPACK Framework (Day 2, 10:30-12:00)
This lesson will introduce the TPACK framework and exemplify each type of knowledge in the TPACK framework in the context of academic writing in English.

lesson7 The TPACK Framework (Day 2, 12:50-14:20)
Students will have opportunities to reiterate TPACK concepts to peers in small groups and to discuss more examples either in the context of academic writing in English or in the context of other subjects that they are interested in teaching.

lesson8 Wrap-up (Day 2, 14:35-16:05)
This lesson will recap the Teaching and Learning Cycle and the TPACK framework, and respond to students' questions.

lesson9
lesson10
lesson11
lesson12
lesson13
lesson14
lesson15

Text/Reference
Books,etc. No textbook will be used. Materials from the instructor will be provided through Microsoft Teams.

PC or AV used in
Class,etc. 　

(More Details) PC – projector for PowerPoint - handouts - Microsoft Teams

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review Lesson Instructions and relevant materials will be provided through email or uploaded to Teams before the class. Students are required to regularly check their Hiroshima email accounts and prepare each lesson before entering the class. Students are required to save the writing outcomes from each lesson, which will be needed for the final exam. To start this course, students are required to prepare a teaching idea about academic writing and a list of 3-5 teaching resources to work on throughout this course.

Requirements Students should have some experiences in academic writing and writing in English. Students should have knowledge of basic academic etiquettes, such as checking the university email regularly, preparing lessons before entering a class, bringing required materials to attend a class, actively participating in class activities and so on.

Students are encouraged to speak in this course, asking questions, participating in group discussions and so on.

Registration limit of this course is 30.

Grading Method Preparation & Attitude: 10%, Lesson Plan: 40%, TPACK Discussion: 30%, Reflective Writing: 20%

The breakdown of the Lesson Plan (40%) is presented below:
Learning Outcome (2.5%) & Suitability of Teaching Resources (2.5%), Time Management (2.5%), Overall Structure (2.5%): 10%
Modelling Lesson: 10%
Joint Construction Lesson: 10%
Independent Construction Lesson: 10%

TPACK Discussion (30%) will be a 1000-2000 word writing to respond following tasks: (a) choose one aspect of the TPACK knowledge (5%), (b) explain the concept (5%), (c) describe 3-5 examples of that aspect of knowledge in the context of Academic Writing in English (10%), (d) discuss why the knowledge of those examples is significant in conducting effective teaching (10%). The content, the paragraphing, and the grammar of the writing will be assessed.

Reflective Writing (20%) is a 1000-1500 word writing to respond following topics: What did you learn from this course? What are the aspects in your pedagogical knowledge and/or practice that need to be improved after taking this lesson? Why? And how?

Self-evaluative skills are significant to the development of pedagogical skills, especially in students' own practice. The reflective writing (20%) is designed to examine whether students have developed a certain level of self-evaluative capacity by learning and practising knowledge of pedagogy in this lesson.  The content, the paragraphing and the grammar of the reflective writing will be assessed in the grading system.

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message This course will be delivered and facilitated in English.

Well-performed students may be hired as TA for the Writing Center.

This course is a 2-day intensive course held on April 27 and 28 (Saturday and Sunday), 2024, online through Microsoft Teams.

Students are encouraged to speak in this course, asking questions, participating in group discussions and so on.

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.

Academic Year	2024Year	School/Graduate School	Writing Center (University Wide Courses for Graduate Students)
Lecture Code	8A001901	Subject Classification	Specialized Education
Subject Name	Pedagogical Approaches for English Academic Reading and Writing
Subject Name （Katakana）	ペダゴジカル　アプローチズ　フォー　イングリッシュ　アカデミック　リーディング　アンド　ライティング
Subject Name in English	Pedagogical Approaches for English Academic Reading and Writing
Instructor	WANG TINGJIA
Instructor (Katakana)	ワン　ティンジア
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, Intensive
Days, Periods, and Classrooms	(Int) Inte：Online
Lesson Style	Lecture	Lesson Style (More Details)
Lecture, Discussion, Exercises
Credits	1.0	Class Hours/Week		Language of Instruction	E : English
Course Level	5 : Graduate Basic
Course Area（Area）	21 : Fundamental Competencies for Working Persons
Course Area（Discipline）	06 : Globalization/International cooperation studies
Eligible Students	All postgraduate students of all fields
Keywords	Academic Writing, English skills, Pedagogical strategies, Lesson design Teaching and Learning Cycle
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	This course is a 2-day intensive course held on April 27 and 28 (Saturday and Sunday), 2024, online through Microsoft Teams. This course aims to develop graduates' pedagogical skills in lesson plans to facilitate their preparation and delivery of a course in Academic Writing in English. This course will introduce a pedagogical approach called Teaching and Learning Cycle and provide students opportunities to develop their teaching ideas into a lesson plan with the use of a provided template. This course will develop students' evaluative skills of potential teaching resources, time management and self-evaluative skills to their own lesson design. In addition to the Teaching and Learning Cycle, this course will introduce another pedagogical concept known as Technological Pedagogical Content Knowledge (TPACK) framework, which will premise students' teaching practice on a theoretical foundation. The TPACK framework provides a descriptive and evaluative tool to facilitate an educator's development of various types of knowledge and necessary skills in today's teaching context, including the disciplinary knowledge, the pedagogical knowledge and the ICT knowledge. This course will introduce the TPACK framework and discuss what kind of TPACK knowledge is needed in teaching Academic Writing in English. Graduates who are interested in pedagogy and/or potential TA opportunities in the Writing Center are both welcomed.
Class Schedule	lesson1 Introduction (Day 1, 8:45-10:15) This lesson will introduce the Teaching and Learning Cycle, the outline of this course, the expectation and the assessment. lesson2 A Modelling Lesson (Day 1, 10:30-12:00) This lesson will demonstrate how to prepare a Modelling lesson and develop a lesson plan in the provided template. Students will have opportunities to practise on their selected teaching topics and resources to develop a Modelling lesson. lesson3 A Joint Construction Lesson (Day 1, 12:50-14:20) This lesson will demonstrate how to prepare a Joint Construction lesson and develop a lesson plan in the provided template. Students will have opportunities to practise on their selected teaching topics and resources to develop a Joint Construction lesson. lesson4 An Independent Construction Lesson (Day 1, 14:35-16:05) This lesson will demonstrate how to prepare an Independent Construction lesson and develop a lesson plan in the provided template. Students will have opportunities to practise on their selected teaching topics and resources to develop an Independent Construction lesson. lesson5 The Teaching and Learning Cycle (Day 2, 8:45-10:15) This lesson will recap the lesson design of the Modelling, Joint Construction and Independent Construction lessons and the cohesion in between. Students will have opportunities to brief their lesson plans in small groups and suggest on each other's lesson plans. lesson6 The TPACK Framework (Day 2, 10:30-12:00) This lesson will introduce the TPACK framework and exemplify each type of knowledge in the TPACK framework in the context of academic writing in English. lesson7 The TPACK Framework (Day 2, 12:50-14:20) Students will have opportunities to reiterate TPACK concepts to peers in small groups and to discuss more examples either in the context of academic writing in English or in the context of other subjects that they are interested in teaching. lesson8 Wrap-up (Day 2, 14:35-16:05) This lesson will recap the Teaching and Learning Cycle and the TPACK framework, and respond to students' questions. lesson9 lesson10 lesson11 lesson12 lesson13 lesson14 lesson15
Text/Reference Books,etc.	No textbook will be used. Materials from the instructor will be provided through Microsoft Teams.
PC or AV used in Class,etc.
(More Details)	PC – projector for PowerPoint - handouts - Microsoft Teams
Learning techniques to be incorporated
Suggestions on Preparation and Review	Lesson Instructions and relevant materials will be provided through email or uploaded to Teams before the class. Students are required to regularly check their Hiroshima email accounts and prepare each lesson before entering the class. Students are required to save the writing outcomes from each lesson, which will be needed for the final exam. To start this course, students are required to prepare a teaching idea about academic writing and a list of 3-5 teaching resources to work on throughout this course.
Requirements	Students should have some experiences in academic writing and writing in English. Students should have knowledge of basic academic etiquettes, such as checking the university email regularly, preparing lessons before entering a class, bringing required materials to attend a class, actively participating in class activities and so on. Students are encouraged to speak in this course, asking questions, participating in group discussions and so on. Registration limit of this course is 30.
Grading Method	Preparation & Attitude: 10%, Lesson Plan: 40%, TPACK Discussion: 30%, Reflective Writing: 20% The breakdown of the Lesson Plan (40%) is presented below: Learning Outcome (2.5%) & Suitability of Teaching Resources (2.5%), Time Management (2.5%), Overall Structure (2.5%): 10% Modelling Lesson: 10% Joint Construction Lesson: 10% Independent Construction Lesson: 10% TPACK Discussion (30%) will be a 1000-2000 word writing to respond following tasks: (a) choose one aspect of the TPACK knowledge (5%), (b) explain the concept (5%), (c) describe 3-5 examples of that aspect of knowledge in the context of Academic Writing in English (10%), (d) discuss why the knowledge of those examples is significant in conducting effective teaching (10%). The content, the paragraphing, and the grammar of the writing will be assessed. Reflective Writing (20%) is a 1000-1500 word writing to respond following topics: What did you learn from this course? What are the aspects in your pedagogical knowledge and/or practice that need to be improved after taking this lesson? Why? And how? Self-evaluative skills are significant to the development of pedagogical skills, especially in students' own practice. The reflective writing (20%) is designed to examine whether students have developed a certain level of self-evaluative capacity by learning and practising knowledge of pedagogy in this lesson. The content, the paragraphing and the grammar of the reflective writing will be assessed in the grading system.
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	This course will be delivered and facilitated in English. Well-performed students may be hired as TA for the Writing Center. This course is a 2-day intensive course held on April 27 and 28 (Saturday and Sunday), 2024, online through Microsoft Teams. Students are encouraged to speak in this course, asking questions, participating in group discussions and so on.
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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