oxford day 2016 - oxford university press€¢homeroom teachers not getting involved in classes...
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Oxford Day 2016
Richard Attwood
Otsu City Elementary School
Curriculum Design Project
2
Todays Goal
To describe Otsu city's vision of a modern ELT programme and
how materials, methods and training were adapted for
Japanese public elementary school classrooms, reflecting on
the successes and challenges of the project so far.
Otsu City elementary school curriculum
design project
3
Agenda
• An introduction to Otsu City
• Project origins
• Planning the project
• Materials selection
• Teacher support
• Lessons learnt
• Future steps
• Q&A
Otsu City elementary school curriculum
design project
Otsu City
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Shiga Prefecture
Source:国土交通省 国土数値情報(行政区域) Source:Google Maps
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The Evening Bell at Mii-dera, an ukiyo-e woodblock print by Utagawa Hiroshige (1797 – 1858)
Otsu City
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Elementary school system
37
730
18,000
Project Origins
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Top level engagement
• Mayor Naomi Koshi
• Harvard Law School graduate
• Passed New York State Bar Exam in 2009
• Elected 23rd mayor of Otsu City in 2012
• “Five Smiles Project” manifesto:
子育てと教育を最優先し、子どもの未来が輝く大津へ
研究開発学校制度の活用などによる外国活動教育のモデル都市化
Source:Otsu City Official Website
Lessons Learnt
8
Stakeholder buy-in is vital for success
Source:Wikipedia; Credit: Mister-E
Planning the project
9
Before
• Weekly classes in 5th and 6th grade
• Students using Ministry-approved text
• Most classes planned and lead by ALTs
• Some schools piloting early-grade classes
Planning the project
10
BOE concerns
• Homeroom teachers
not getting involved in
classes
• Variable lesson
quality
• No visibility of student
achievement
Planning the project
11
BOE vision
• Homeroom teachers
not getting involved in
classes
• Variable lesson
quality
• No visibility of student
achievement
• A model language programme
• Standard curriculum and lesson plans
• Homeroom teachers leading classes
• Assessment of outcomes
Nov 2014
Jan 2015
March 2015
Jun 2015
Sept 2015
March 2016
April 2016
Planning the project
12
Timeline
Tender
proposal
3 pilot
schools
Select 1
partner
5 model
schools
All 37
schools
Curriculum
revisions
Nov 2014
Jan 2015
March 2015
Jun 2015
Sept 2015
March 2016
April 2016
Planning the project
13
Timeline
Tender
proposal
Materials selection
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A range of options
Materials selection
15
The best fit
Communication focus
BOE aim of real English use
Standard unit and lesson format
Easy for HRTs to follow
Spiral curriculum
BOE request to provide review
Test programme BOE aim to assess student outcomes
Materials selection
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The best fit
Materials selection
17
The best fit
Materials selection
18
iTools
Planning the project
19
Materials selection
Grades 1~4
• 2 units per year
• 2 pages per class
Grades 5~6
• 4 units per year
• 1 page per class
New Horizon 1
60% of language
34% of key
vocabulary
Nov 2014
Jan 2015
March 2015
Jun 2015
Sept 2015
March 2016
April 2016
Planning the project
20
Timeline
1st tender
proposal
3 pilot
schools
Pilot programme
21
Good feedback
The pilot was a meaningfuland useful experience for
teachers
The pilot was a meaningfuland useful experience for
students
Strongly agree 1 0
Agree 3 4
Neither 0 0
Disagree 0 0
Strongly disagree 0 0
0
1
2
3
4
Pilot programme
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Good feedback
• Lesson plans
Clarity of lesson plans Clear link between plan & lesson goal
Excellent 0 2
Good 4 2
Regular 0 0
Poor 0 0
Very poor 0 0
0
1
2
3
4
Pilot programme
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Good feedback
• Materials
Student English abilityimproved as a result
of using Let's GoiTools was easy to use
iTools was useful forstudents
Strongly agree 1
Agree 3 3 4
Neither 0
Disagree 0 1
Strongly disagree 0
0
1
2
3
4
Nov 2014
Jan 2015
March 2015
Jun 2015
Sept 2015
March 2016
April 2016
Planning the project
24
Timeline
1st tender
proposal
1 pilot
school
2nd tender
proposal
Planning the project
25
Materials selection
Module programme
Planning the project
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Materials Selection
Storytime Chants Card games
Oxford Reading Tree Jazz Chants® Let’s Go student cards
Planning the project
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Materials selection
Grade Classes Modules Assessment
1~4 8 3~5 / week Listening
5~6 35 3~5 / week Speaking &
Listening
Nov 2014
Jan 2015
March 2015
Jun 2015
Sept 2015
March 2016
April 2016
Planning the project
28
Timeline
Tender
proposal
3 pilot
schools
5 model
schools
All 37
schools
2nd tender
proposal
Curriculum
revisions
Planning the project
29
Assessment
Nov 2014
Jan 2015
March 2015
Jun 2015
Sept 2015
March 2016
April 2016
Planning the project
30
Timeline
Tender
proposal
3 pilot
schools
5 model
schools
All 37
schools
2nd tender
proposal
Curriculum
revisions
Lessons Learnt
31
Existing materials can be adapted for Japanese
elementary schools
Source:Wikipedia; Credit: Mister-E
Planning the project
32
33
Source:Wikipedia; Credit: Mister-E
Lessons Learnt
34
Teachers need an enormous amount of support
to begin teaching English effectively
• Lesson overview
• Introduction to Let’s Go
• Lesson plans
• Reading guides
• Jazz Chants guides
• Card game ideas
• Reflection cards
• Meeting sheets
Training
Comprehensive Japanese support materials
Training
Demo videos
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Survey results
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224 respondents
0
5
10
15
20
25
30
35
40
45
50
Absolutely no confidence Very confident
No
. o
f te
ach
ers
Confidence to lead activites
Survey results
40
224 respondents
0
5
10
15
20
25
30
35
40
45
50
Absolutely no confidence Very confident
No
. o
f te
ach
ers
Confidence to teach alone
Source:Wikipedia; Credit: Mister-E
Lessons Learnt
41
Varied, comprehensive, ongoing training is
essential
Training programme
42
Spring holidays
10 workshops
Term 1
2 workshops
Summer holidays
4 workshops
Terms 2~3
2 workshops
School visits & back-up training
43
Training programme
44
Teacher feedback
“また来年も今日のような講座を開いてほしいです。” I’d like to have another training like today next year
“子どもたちもきっと楽しく活動できると思った。” I thought that students will definitely be able to enjoy studying
“とても分かりやすく教えていただき、本当にありがとうございました。” Thank you so much for the clear explanations
“具体的に教室で教えられる指導法を教えていただき、たいへん勉強になりました。” We were shown the fundamentals of classroom teaching. It was really useful.
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46
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英 語:
日本語:
I’m so hungry. Let’s eat Snickers!
● ● ● ● ● ● ● ●
☝ ☝ ☝ ☝
mora-timed rhythm (拍リズム)
stress-timed rhythm (強勢リズム)
お な か が す い た ら ス ニッ カー ズ
☝ ☝ ☝ ☝ ☝ ☝ ☝ ☝ ☝ ☝ ☝ ☝
Source:Wikipedia; Credit: Mister-E
Lessons Learnt
48
Teachers benefit from understanding why to
teach, not just how to teach.
49
Source:Wikipedia; Credit: Mister-E
Lessons learnt
50
• Stakeholder buy-in is vital for success
• Existing materials can be adapted for Japanese elementary school
• Japanese public primary school teachers need an enormous amount of support to begin teaching English effectively
• Varied, comprehensive, ongoing training is essential
• Teachers benefit from understanding why to teach, not just how to teach.
Source:Wikipedia; Credit: Mister-E
Lessons Learnt
51
There are lot of external factors which can
affect course implementation
Lessons learnt
52
Successes and challenges
SUCCESSES
• HRTs more involved
in classes
• Excellent feedback on
training programme
• Students showing
improvement
Lessons learnt
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Successes and challenges
SUCCESSES
• HRTs more involved
in classes
• Excellent feedback on
training programme
• Students showing
improvement
CHALLENGES
• HRTs leading
activities
• Customising materials
• Training all teachers
• Assessing all students
Looking to the future
54
• Assessment of student progress
• Further curriculum revisions
• Ongoing support and training
• More provision for SEN classes
• National curriculum reforms