October 26th, 2021 (4)

Next Class: November 2nd, 2021
次回の授業(じかい の じゅぎょう)：2021年11月2日
No class: November 23rd, 2021
休講(きゅうこうkyukou)：2021年11月23日

National holidays in November (１１月の祝日)

11月3日「文化の日」Culture Day

11月23日「勤労感謝の日 」Labor Thanksgiving Day

Questionnaire (October 26th, 2021)(今日のアンケート)
  
秋の味覚(あき の みかく)aki no mikaku/Autumn food
What is your autumn food in your country/region? →Feedback via InCircle

■ Log in InCircle!  /InCircleにログインしましょう。　c

ハロウィン/Halloween →feedback

 Linguistic landscape/言語景観(げんごけいかんgengo keikan)

FYI: 
Flipped classroom(反転授業)(はんてんじゅぎょう)
 MOOC

■ what kind of activities were included in your out-of-class learning?　授業外学習でどのような活動をしましたか？

◆　Cross-cultural understanding異文化理解(いぶんかりかい）＃2

■Have you ever seen this?これを日本語で何と言うか知っていますか？

■Things Japanese(the result of the last week feedback/先週のアンケート結果)

Out-of-class learning is pivotal!

■ One-minute presentation last week/先週の１分プレゼン

■　One-Minute Presentation(solo presentation)

1.

2.

3.

4.

■ Today’s Discussion:今日のディスカッション

My impression on Japan (2) :My impression on Osaka University. Talk about what you know about Osaka University.
日本の印象(2)： 大阪大学のイメージ、大阪大学について知っていることについて話し合いましょう！

Handai original goods/阪大グッズ
Wiskey/ウィスキー　Handai x Suntory/大阪大学 xサントリー 

Japanese rice wine/日本酒　Handai x Kitashoujishuzouten/大阪大学 x 北庄司酒造店

instagram 

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◆Home Assignment #4　宿題＃4

 Write about your impression on Osaka University, and send it to me at  tuesday1040＠gmail.com,    with the subject line: Home Assignment #4.

※Due date: November 12th　〆切１1月12日（火）
 ※No specific instruction on its length　長さ制限なし

◆Regular home assignments: レギュラーな宿題

1.Vocabulary learning/単語学習/たんごがくしゅう/tango gakushu→ solo presentation

2. Keep record of your outside-class target language learning time / 　→ feedback next week on today's questionnaire

☆Recommended reading　推薦読み物

Flipped Classroom Research and Trends from Different Fields of Study

 Abstract

This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013–2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students' learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice. Analysis of the impacts showed that flipped classroom brought positive impacts toward students' learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.

Keywords: flipped classroom, Bloom's revised taxonomy, achievement, engagement, motivation, interaction, content analysis, research trends