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前年度の点検・評価項目
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●１．授業の方針や授業計画と実際の授業の内容及び授業目標の達成度
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Teaching policies and plans were followed per the online syllabus for elective courses and in the course outline that was created for each section of my compulsory courses. Classes were partially flipped （フリップト・アプローチ）with self-study done outside of the lesson time for homework and the class time divided among (a) task-based active learning production/output in pairs/groups and (b) feedback and instructions and troubleshooting on self-study, toward fulfillment of the course objectives in terms of knowledge, skills, and improved confidence and self-awareness.
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●２．（１）教育内容・方法の工夫
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Drawing on vocabulary measures captured with free online tools for all incoming freshmen last year, online vocabulary flashcards from Quizlet were introduced that were aligned with the textbook at the vocabulary levels to measure the learning needs identified previously. MReader online quizzes were used to confirm comprehension in tadoku reading. Students were again able to access more learne level-appropriate reading materials from the library. A new business simulation game was introduced.
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●３．（１）国際学会、研究会等における発表など
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- Post-workshop panelist for Teachers Helping Teachers on preparations for and teaching for standardized tests.
- Zoom room host and moderator for 4+ hours during Extensive Reading Around the World online.
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●４．学生による本学の授業評価アンケート（独自のものでも可）の実施、分析、結果の活用状況
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Student evaluations were conducted in class via the “Shudo system.” With students attending in person in small class sizes, more information archived for students to access through Google Classroom offered opportunities to simplify task instructions by making L1 language support available and by providing online access for greater comfort and engagement in homework & self-study assignments.
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●５．公開授業の実施状況
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Of the several courses and class lessons made available in both the Spring and Fall terms, this Spring term, three observers attended 3 of my lessons in two different courses - ビジネス英語_III and 国際ビジネスコミュニケーション_I. This was the first time that 2 people had attended different lessons of the same class in the same semester. In each case, the observers were also teaching the same type of courses: Business English I (to a lower level of students) and email writing in Japanese. Although the approaches to planning the lesson, developing activities, and delivering the lesson with the students were based on very different views of language learning and teaching, it was useful to get the perspective from other instructors dealing with similar course contents and somewhat directly the same type of course outcomes/goals.
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●７．学生からの勉学（単位僅少学生への対応など）、生活、進路・就職などの相談への対応
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-As a tutor, I met with 3 students who achieved lower than the minimum target number of credits.
- The value for job hunting of the practical tasks being learned was reinforced to seniors and elective course students for their “life after Shudo” while also sharing reminders of Career Center seminars on campus.
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●９．学生の課外活動に対する支援（本学のサークルの部長・顧問としての活動）
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I was not assigned to assist formally with any club/circle activities.
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