WNB23057 Advanced Study in Instruction and Evaluation Method Design

Hiroshima University Syllabus

Japanese

Academic Year 2025Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program

Lecture Code WNB23057 Subject Classification Specialized Education

Subject Name 指導・評価法デザイン発展研究

Subject Name
（Katakana）　

Subject Name in
English Advanced Study in Instruction and Evaluation Method Design

Instructor ITO SHIN

Instructor
(Katakana) イトウ　シン

Campus Higashi-Hiroshima Semester/Term 1st-Year, Second Semester, 3Term

Days, Periods, and Classrooms (3T) Fri1-4：EDU F313

Lesson Style Seminar Lesson Style
(More Details) Face-to-face

Discussion

Credits 2.0 Class Hours/Week 4 Language of Instruction J : Japanese

Course Level 6 : Graduate Advanced

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 08 : Curriculum and Instruction Sciences

Eligible Students Music students

Keywords Curriculum, instruction and evaluation, music education

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 We discuss problems inhering in music curriculum, discipline and organization of curriculum, instruction and evaluation. In addition, we consider how to design the curriculum progressively. Specifically, the main theme will focus on teaching classes that include children with international connections in music education.

Class Schedule lesson1: Background and definition of “Linguistic and Cultural Diversity” (1) (Majority and Minority)
lesson2: Background and definition of Linguistic and Cultural Diversity (2) (diversity, integration, inclusion)
lesson3: Background and definition of “Linguistic and Cultural Diversity” (3) (intercultural mobility and adaptation strategies)
lesson4: Language, culture and identity (identity negotiation in children's cross-cultural adaptation)
lesson5: Social situations related to linguistic and cultural diversity (1) (multicultural conviviality and multicultural education)
lesson6: Social situations related to linguistic and cultural diversity (2) (national and international trends)
lesson7: Problems that may arise with children who are connected to a foreign country (1) (psychological problems)
lesson8: Problems that may arise with children who are connected to a foreign country (2) (approaches to psychological problems through musical activities)
lesson9: Problems arising in children connected to foreign countries (3) (cognitive-linguistic problems)
lesson10: Problems arising in children connected to foreign countries (4) (approaches to cognitive-linguistic problems in music education)
lesson11: What is Culturally Responsive Teaching?
lesson12: Culturally Responsive Teaching in music education
lesson13: Music instruction that is inclusive of diverse children (A case study of instrumental music education in Germany)
lesson14: Music teaching inclusive of diverse children (A case study of education for children with immigrant backgrounds in Germany)
lesson15: Future issues on instruction and evaluation

Text/Reference
Books,etc. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd Edition). ASCD. =キャロル・アン・トムリンソン／トーニャ・ムーン共著，山元隆春・山崎敬人・吉田新一郎訳『一人ひとりをいかす評価－学び方・教え方を問い直す－』（北大路書房，2018年）
Colwell, R., Webster, P. R. (Eds.) (2011). MENC Handbook of Research on Music Learning: Volume 1: Strategies, Oxford University Press.
Colwell, R., Webster, P. R. (Eds.) (2011). MENC Handbook of Research on Music Learning: Volume 2: Appliciations, Oxford University Press.
Jellison, J. A. (2015). Including Everyone: Creating Music Classrooms, Where All Children Learn, Oxford University Press.
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters LTD.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd Edition). Teachers College Press.

PC or AV used in
Class,etc. Handouts, Microsoft Teams, moodle

(More Details) Textbook, handouts, DVD, PC

Learning techniques to be incorporated Discussions

Suggestions on
Preparation and
Review Lesson1 through 15: Read the textbook respectively in advance.

Requirements

Grading Method Contribution to the discussion (70%) and a paper (30%)

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message You need a must-have PC.

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	2025Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program
Lecture Code	WNB23057	Subject Classification	Specialized Education
Subject Name	指導・評価法デザイン発展研究
Subject Name （Katakana）
Subject Name in English	Advanced Study in Instruction and Evaluation Method Design
Instructor	ITO SHIN
Instructor (Katakana)	イトウ　シン
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, Second Semester, 3Term
Days, Periods, and Classrooms	(3T) Fri1-4：EDU F313
Lesson Style	Seminar	Lesson Style (More Details)	Face-to-face
Discussion
Credits	2.0	Class Hours/Week	4	Language of Instruction	J : Japanese
Course Level	6 : Graduate Advanced
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	08 : Curriculum and Instruction Sciences
Eligible Students	Music students
Keywords	Curriculum, instruction and evaluation, music education
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	We discuss problems inhering in music curriculum, discipline and organization of curriculum, instruction and evaluation. In addition, we consider how to design the curriculum progressively. Specifically, the main theme will focus on teaching classes that include children with international connections in music education.
Class Schedule	lesson1: Background and definition of “Linguistic and Cultural Diversity” (1) (Majority and Minority) lesson2: Background and definition of Linguistic and Cultural Diversity (2) (diversity, integration, inclusion) lesson3: Background and definition of “Linguistic and Cultural Diversity” (3) (intercultural mobility and adaptation strategies) lesson4: Language, culture and identity (identity negotiation in children's cross-cultural adaptation) lesson5: Social situations related to linguistic and cultural diversity (1) (multicultural conviviality and multicultural education) lesson6: Social situations related to linguistic and cultural diversity (2) (national and international trends) lesson7: Problems that may arise with children who are connected to a foreign country (1) (psychological problems) lesson8: Problems that may arise with children who are connected to a foreign country (2) (approaches to psychological problems through musical activities) lesson9: Problems arising in children connected to foreign countries (3) (cognitive-linguistic problems) lesson10: Problems arising in children connected to foreign countries (4) (approaches to cognitive-linguistic problems in music education) lesson11: What is Culturally Responsive Teaching? lesson12: Culturally Responsive Teaching in music education lesson13: Music instruction that is inclusive of diverse children (A case study of instrumental music education in Germany) lesson14: Music teaching inclusive of diverse children (A case study of education for children with immigrant backgrounds in Germany) lesson15: Future issues on instruction and evaluation
Text/Reference Books,etc.	Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd Edition). ASCD. =キャロル・アン・トムリンソン／トーニャ・ムーン共著，山元隆春・山崎敬人・吉田新一郎訳『一人ひとりをいかす評価－学び方・教え方を問い直す－』（北大路書房，2018年） Colwell, R., Webster, P. R. (Eds.) (2011). MENC Handbook of Research on Music Learning: Volume 1: Strategies, Oxford University Press. Colwell, R., Webster, P. R. (Eds.) (2011). MENC Handbook of Research on Music Learning: Volume 2: Appliciations, Oxford University Press. Jellison, J. A. (2015). Including Everyone: Creating Music Classrooms, Where All Children Learn, Oxford University Press. Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters LTD. Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd Edition). Teachers College Press.
PC or AV used in Class,etc.	Handouts, Microsoft Teams, moodle
(More Details)	Textbook, handouts, DVD, PC
Learning techniques to be incorporated	Discussions
Suggestions on Preparation and Review	Lesson1 through 15: Read the textbook respectively in advance.
Requirements
Grading Method	Contribution to the discussion (70%) and a paper (30%)
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	You need a must-have PC.
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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