Model Case of Educational Methods |
No. | Summary, Academic Year
|
1 | In Italian V and VI, classes are conducted primarily in Italian, emphasizing oral proficiency through activities like reading, listening, composition, role-plays, and skits. Pair and group work replace extensive explanations, with detailed lesson plans ensuring a balanced approach to skill acquisition. Students engage in activities that encourage contextual understanding of Italian words and focus on key information. A free-talking corner promotes conversation on current events, fostering confidence and natural dialogue. Evaluation methods include assignments, short tests, short speeches covering topics comparing Japan and Italy. Oral expression fosters learners' satisfaction and practical language use, enhancing their sense of accomplishment.
, 2023
|
2 | In French I and II, oral proficiency is prioritized alongside a balanced approach to learning five language skills. Explanations are minimized in favor of pair and group activities, with detailed lesson plans ensuring varied learning experiences. Students engage in pronunciation, reading, listening, and composition tasks, focusing on understanding key information rather than every word. Dictation sessions and group discussions enhance grammar and vocabulary skills. Cultural presentations and regular reviews integrate language with culture, while evaluations encompass assignments, tests, and presentations. Oral expression fosters learners' satisfaction and practical language use, enhancing their confidence in using the foreign language effectively.
, 2023
|
3 | In Italian I and II, emphasis is placed on developing oral skills alongside other language competencies. Pair and group work are prioritized over explanations to enhance student engagement. Detailed lesson plans ensure a balance between input and output activities, fostering varied learning experiences. Classes begin with student-led reviews followed by communicative tasks like pronunciation exercises and role-playing. Students learn to grasp meanings contextually, rather than relying on dictionaries. Cultural presentations and regular reviews integrate language with culture. Evaluation encompasses assignments, short tests, and oral presentations, focusing on conversational proficiency. Oral expression fosters learners' confidence and practical language use.
, 2023
|
4 | In Italian III and IV, oral proficiency remains a priority alongside balanced skill development. Emphasizing pair and group work over explanations, detailed lesson plans ensure varied activities to sustain concentration. Activities such as reading comprehension, role-playing, and skit making enhance communicative competence. Encouraged to understand Italian words in context, students focus on key information rather than every word. A free-talking corner fosters conversational practice on various topics, encouraging questions and natural conversation. Evaluation encompasses assignments, short speeches, and tests, covering themes like hometown introductions and cultural topics. Oral expression fosters learners' satisfaction and confidence in practical language use.
, 2023
|
5 | In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2022
|
6 | In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, compositions, short speeches, written and oral short tests., 2022
|
7 | In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2022
|
8 | In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and oral presentations. The evaluation criteria are diversified and multidimensional, including assignments, short speeches, compositions, written and oral short tests and oral presentations., 2022
|
9 | In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, compositions, short speeches, written and oral short tests., 2021
|
10 | In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2021
|
11 | In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and oral presentations. The evaluation criteria are diversified and multidimensional, including assignments, short speeches, compositions, written and oral short tests and oral presentations., 2021
|
12 | In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2021
|
13 | In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations. , 2020
|
14 | In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, compositions, short speeches, written and oral short tests., 2020
|
15 | In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and oral presentations. The evaluation criteria are diversified and multidimensional, including assignments, short speeches, compositions, written and oral short tests and oral presentations. , 2020
|
16 | In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2020
|
17 | In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and presentations., 2019
|
18 | In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues., 2019
|
19 | In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues., 2019
|
20 | In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues., 2019
|
Participation in FD Activities |
No. | Date of Program, Hosting Institution, Title of Program
|
1 | Mar. 2024, Soka University, The 3rd "Information Exchange Meeting on Generative AI Application" hosted by CETL
|
2 | Mar. 2024, CLE International, From literature to creative writing, how to develop the written production skill in learners?
|
3 | Feb. 2024, Soka University, Research Fund Compliance Training course
|
4 | Jan. 2024, ,
|
5 | Jan. 2024, Soka University, The 1st "Information Exchange Meeting on Generative AI Application" hosted by CETL
|
6 | Jan. 2024, Soka University, Harassment Training for Mutual Respect and Protection
|
7 | Jan. 2024, ,
|
8 | Nov. 2023, Soka University, Faculty Meeting for 2023 Autumn General Education Courses
|
9 | Nov. 2023, ,
|
10 | Oct. 2023, Soka University, Mental Health Seminar
|
11 | Sep. 2023, ,
|
12 | Sep. 2023, Alma Publishing, Listening: Reflections and activities for understanding spoken Italian
|
13 | Sep. 2023, Soka University, Soka University 10th Education Forum
|
14 | Jun. 2023, Edilingua, Macro and micro motivation in language learning
|
15 | Jun. 2023, Soka University, Faculty Meeting for 2023 Spring General Education Courses
|
16 | Jun. 2023, ,
|
17 | May. 2023, Edilingua, Activities to develop fluency in speaking Italian
|
18 | May. 2023, Edilingua, Language activities to improve accuracy in speaking Italian
|
19 | Dec. 2022, Soka University, Faculty Meeting for 2022 Autumn General Education Courses
|
20 | Oct. 2022, Università per stranieri di Siena, CILS examiner training program
|
21 | Oct. 2022, Soka University, Soka University 9th Education Forum
|
22 | Sep. 2022, Alma Publishing, French teaching study group meeting
|
23 | Jul. 2022, Soka University, CETL study group meeting
|
24 | Jun. 2022, Soka University, Faculty Meeting for 2022 Spring General Education Courses
|
25 | May. 2022, Soka University, 2022 Soka University’s Project Vision Explanatory Meeting
|
26 | May. 2022, Edilingua, New paths for a new teaching of the Italian language
|
27 | Feb. 2022, Soka University, 5th Faculty and Staff Development Seminar
|
28 | Feb. 2022, Soka University, The system of value-creating pedagogy: a multi-faceted approach
|
29 | Jan. 2022, NetLearning Inc., E-learning program about new threat outbreaks to the information security.
|
30 | Nov. 2021, Soka University, Faculty Meeting for 2021 Autumn General Education Courses
|
31 | Oct. 2021, Soka University, Soka University 8th Education Forum
|
32 | Oct. 2021, APRIN , Research Ethics Education for Humanities (course completion)
|
33 | Sep. 2021, Edilingua, Teaching techniques and resources for intermediate students
|
34 | Jul. 2021, Soka University, Reasonable Accommodation for Persons with Disabilities in Japan
|
35 | Jul. 2021, Edilingua, Didactic techniques and resourses for improving oral expression A1-B1
|
36 | Jul. 2021, Soka University, "iThenticate" User Briefing Session
|
37 | Jun. 2021, Soka University, Faculty Meeting for 2021 Spring General Education Courses
|
38 | Apr. 2021, Edilingua, Webinar: effective and engaging input techniques (transcodification, cloze, jigsaw, etc.)
|
39 | Mar. 2021, la Société Japonaise de Didactique du Français, How to implement a flipped classroom to learn French as a foreign language
|
40 | Mar. 2021, Soka University, The use of copyrighted material according to the Compensation System for Public Transmission for Educational Purposes
|
41 | Feb. 2021, Soka University, 7th Soka University Education Forum
|
42 | Jan. 2021, Soka University, Information security training course
|
43 | Dec. 2020, Soka University, 3rd Faculty and Staff Development Seminar
|
44 | Nov. 2020, Soka University, Faculty Meeting for 2020 Autumn General Education Courses
|
45 | Nov. 2020, Soka University, Mental health care during the COVID-19 era
|
46 | Jul. 2020, Soka University, 1st Faculty and Staff Development Seminar: Evaluation methods in online courses
|
47 | Jul. 2020, Soka University, 2nd Faculty and Staff Development Seminar: for a quality improvement of online courses
|
48 | Jun. 2020, Soka University, Professional Development(PD) session for English Medium Program(EMP) instructors
|
49 | Jun. 2020, Edilingua, Developing oral production in online foreign languages courses
|
50 | Jun. 2020, Soka University, Faculty Meeting for 2020 Spring General Education Courses
|
51 | May. 2020, Edilingua, Incorporating culture into foreign languages online courses
|
52 | May. 2020, Edilingua, Webinar: the role of input for intermediate classes
|
53 | May. 2020, Edilingua, The playful approach in distance learning
|
54 | Apr. 2020, Alma Edizioni, Webinar: how to promote interaction in online classes
|
55 | Apr. 2020, Alma Edizioni, Webinar: how to use E-books for online classes
|
56 | Apr. 2020, Soka University, A series of 5 seminars: How to use Zoom for teaching online classes
|
57 | Nov. 2019, Soka University, Faculty Meeting for 2019 Autumn General Education Courses
|
58 | Nov. 2019, Soka University, Campus Harassment Prevention Training Session
|
59 | Jul. 2019, Edilingua, Webinar: the role of input in Italian language acquisition
|
60 | Jul. 2019, Edilingua, Key factors in language acquisition (Italian)
|
61 | Jun. 2019, Soka University, Faculty Meeting for 2019 Spring General Education Courses
|
62 | May. 2019, JII (Japan Intercultural Institute) Learning Circle, Language and Culture in the Lower-level Classroom—Best Practices
|
63 | Apr. 2019, Soka University, Briefing session to report the achievements of Soka University’s initiatives for the “Top Global University Project”
|
64 | Feb. 2019, Soka University, 9th Faculty and Staff Development Seminar of the 2018
|
65 | Dec. 2018, Soka University, Faculty Meeting for 2018 Autumn General Education Courses
|
66 | Nov. 2018, Alma Edizioni, Webinar: 2 days program on new approaches of teaching Italian as a foreign language
|
67 | Oct. 2018, Italian Institute of Culture, Teaching Italian: New Technologies and Online Resources
|
68 | Aug. 2018, Soka University, 4th Faculty and Staff Development Seminar of the 2018
|
69 | Jul. 2018, Soka University, Trend in globalization and university education from the viewpoint of high school/university connection
|
70 | Jun. 2018, Soka University, Faculty Meeting for 2018 Spring General Education Courses
|
71 | Mar. 2018, Edilingua, Playful language teaching
|
72 | Feb. 2018, Soka University, Integrated reform of high school and university education, Freshman Education
|
73 | Nov. 2017, Italian Institute of Culture, The syntax as a digital print of the human mind
|
74 | Nov. 2017, Alma Edizioni, One day webinar: new teaching methods of Italian as a second language
|
75 | Sep. 2017, Soka University, Active learning methods utilizing physical outdoor activities facilitating resilience
|
76 | Jul. 2017, Italian Institute of Culture, Teaching materials and techniques to increase students’ motivation; the gamification in the foreign languages’ teaching; the use of video and other medias
|
77 | Jun. 2017, Soka University, Introduction to LTD
|
78 | May. 2017, Alma Edizioni, Italian as a second language - the use of new technologies to develop linguistic skills
|
79 | May. 2017, Alma Edizioni, Teaching Italian as a second language to advanced level students
|
80 | Apr. 2017, Alma Edizioni, Cooperative approach – Italian as a second language
|
81 | Feb. 2017, ,
|
82 | Dec. 2016, ,
|
83 | Nov. 2016, ,
|
84 | Nov. 2016, ,
|
85 | Oct. 2016, ,
|
86 | Sep. 2016, ,
|
87 | Jul. 2016, ,
|
88 | May. 2016, ,
|
89 | Nov. 2015, ,
|
90 | Nov. 2014, ,
|
91 | Nov. 2014, ,
|
92 | Mar. 2014, ,
|
93 | Nov. 2013, ,
|
94 | Nov. 2011, ,
|