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E-Teacher Professional Development Workshop

PBL KASUMIGAOKA

Senior High School

Kasumigaoka SHSSuper Science High School

(SSH)Math & Science Course

General Course English Department

Math & Science Course

1. SS Science English (4)(3 reading + 1 grammar) 2. SS Science English

Presentation (1)

CAN-DO for Math and Science Course1st graders -by the end of 2nd semester-

I can write an 80-word essay.

I can give a presentation in English.I can identify a problem regarding a scientific topic and explain it in English.

I can describe a solution to a scientific problem in English.

TREE-PROJECT

ABCD Objectives for Tree-ProjectABCD Objectives Bloom’s

TaxonomyAfter three introduction classes, the 10th-grade students in the Math and Science Course will be able to identify the fact that the number of trees has decreased is a serious problem clearly enough to start working on a project.

Comprehension

Under engagement in research and discussion in groups, the 10th-grade students in the Math and Science Course will be able to correlate causes of the decreasing number of trees with problems caused by them concisely.

Analysis

ABCD Objectives for Tree-ProjectABCD Objectives Bloom’s

TaxonomyAfter analyzing from different perspectives and collaborating with others, the 10th-grade students in the Math and Science Couse will be able to make a presentation consisting of four parts within 10 minutes.

Synthesis

When making a presentation, the 10th-grade students in the Math and Science Course will be able to recommend the ways to solve the problems of the decreasing number of trees to the audience concretely.

Evaluation

Time allotment 1. Introduction of tree-problems ( 1 )2. Amazon rainforest ( 1 )3. Mini-lecture by a science teacher & an IT teacher ( 1 ) 4. Research & Discussion ( 3 )5. Preparation for PPT & Writing for presentation ( 2 )6. How to make a presentation effectively & presentation practice ( 2 ) 7 Rehearsal ( 1 )8 Presentation and Evaluation ( 2 )

Introduction

QuizWhat is this?

It has..

1. Bark　　　　　2. Sap　　　　　　3. Trunk　　　　　4. Branches　　　5. Roots　　　　6. Flowers7. Leaves

What do we get from trees?Brainstorming- Roundtable

What we get from trees..Organic matter, starch, paper,

oxygen, chairs, green color to look at, a relaxation time,

timber, food, energy, fruits, ions, nature, shade, rubber,

fuel, biofuel, charcoal, fibers,

Ｔｈ e decreasing number ｏｆ　ｔｒｅｅｓ

　　Global Forest Watch

Why is the number of trees decreasing?Causes

Construction of roads, Logging, Slash-and-burn farming, Acid rain, Desertification, Deforestation by harmful insects and agricultural chemicals, Natural disaster, Population growth, Increase of the use of firewood, Forest fire, Combustion of fossil fuel, Volcanic activity ProblemsGround deterioration, Global warming, Landslides, Increase of CO2, Shortage of water, Disappearance of life, Collapse of ecosystem,

Schwarzwald

Watch a short video

Acid Rain - RealPlayer SP “®‰æŒŸõ - Powered by Woopi

Deepen students’ knowledge- Amazon rainforest

Quiz Corners

①The amount of the Earth’s surface covered by tropical forests is 10 %

FalseLess than 7%

②The percentage of life on Earth present in tropical forests is 35%

FalseMore than 50%

③The number of people dependent on the tropical forests for food is 1.6 billion

True 1.6 billion

1.6 billion people and more than 50 % of life on Earth depend on the tropical forests, which covers less than 7 % of the Earth’s surface.

Research and discussion

Teacher’s role - facilitator

Create wiki

• The alternative to USB• Edit anytime and anywhere• Check the working process • Upload images, videos and links

Presentation

EvaluationStudentsWho evaluates?

Types of evaluation

How?

① Students Self-evaluation Survey Monkey

② Students Group-evaluation Survey Monkey

③ Teachers Rubrics Paper

①Self-evaluation1. What did you learn through this project?

2. Are you satisfied with your project? Why/ Why not?

3. I can write an 80-word essay. 1 I cannot do this. 2 I can do this. 3 I can do this easily.

Self-evaluation4. I can give a presentation in English. 1 I cannot do this. 2 I can do this. 3 I can do this easily.

5. I can identify a problem regarding trees and explain it in English. 1 I cannot do this. 2 I can do this. 3 I can do this easily.

6. I can describe a solution to a tree problem in English. 1 I cannot do this. 2 I can do this. 3 I can do this easily.

The results of self-evaluations- a CAN-DO type

-Aspects I cannotdo this

I can dothis

I can dothis easily

I can write an 80-word essay

21.6 % (8)

67.6 % (25)

10.8 % (4)

78.4 %

I can give apresentation inEnglish

13.5 % (5) 75.7 %

(28)

10.4 % (4)

86.1 %

I can identify a problemregarding trees andexplain about it inEnglish.

13.5 % (5)

81.1 % (30)

5.4 % (2) 86.5 %

I can describe a solutionto a tree-problem inEnglish

18.9 % (7)

75.7 % (28)

5.4 % (2) 81.1 %

The results of self evaluations- A descriptive type -

I learned how important forests and trees are through this project. If forests disappear, the land will be infertile and will be desert. Also forests generate oxygen, so if forests disappear, creatures cannot survive. However, lots of forests are destroyed by harmful insects, acid rain, and slash-and-burn farming. Now, various insects are brought from foreign countries and have a harmful influence on trees. Slash-and-burn farming also makes soil infertile and acid rain makes trees wither. We humans must realize how dangerous this situation is and solve these problems. We must solve these problems for our future generations through what we have learned through this project.

②Group-evaluation1) The group was well prepared in terms of content and

visual aids 1. Unsatisfactory 2. Satisfactory 3. Excellent2) The group was well rehearsed 3) The group seemed to have collaborated well with

each other 4) The group members tried not to read from their

papers and paid careful attention to keeping eye-contact.

1 Unsatisfactory 2 Partially proficient 3 Proficient TotalElocution Students mumbles, incorrectly

pronounces, and speaks too quietly.

Voice is clear. Students pronounces most terms correctly and most ofthe audience can hear thepresentation.

Voice is clear and correct pronunciation of more than 70% of words so that all the audience can hear the presentation.

×2 /6

Eye Contact Students reads all of the script without any eye contact.

Students maintains eye contact most of time.

Students constantly maintains eyecontact with the audience.

/3

Volume of voice The audience cannot catch the voice.

The audience can catch almost all, but still cannot hear some parts.

The audience can catch all. /3

Organization The project doesn’t consist of four parts.

The project consists of four parts but some parts are illogical.

The project consists of four parts and progresses logically.

/3

Content The content lacks a clear point of view and includes little persuasive information.

The content is written with supporting information. Theaudience can get ideas of causes of tree problems and the solutions.

The content is written clearly and concisely with enough supporting information and analyzed from different perspectives. The audience can get clear ideas of tree problems, which motivates them to take actions to solve the problem.

×4 /12

Graphics The graphics, sounds, animations are unrelated to the content and they don’t enhance understanding of the content.

The graphics, sounds and animations are related to the content.

The graphics, sound and animation assist the presentation and enhance understanding of ideas.

/ 3

Total /30

Signature and comments

PowerPoint Presentation Rubrics for Teachers

PBL…1. Learner-centered learning2. Emphasis is on using and communicating

knowledge to address problems3. Assessment – Performance-based through

projects and performance4. Learning begins with a problem5. Teachers as facilitators6. Authenticity

Not paying attention to the needs of the learner is like leaving for the airport without the passenger….so that you’ll get there on time”

- Madeline Hunter-

Thank you!