10:00am- 12:00pm in Sarafand Learning Resource Center
□■The participants■□
10 students
2 supervisors( Mr. Hamzeh, Mr.Imad)
3 teachers( Mr. Iyad, Ms. Hanadi S, Ms. Hanadi H)
3Japanese (Mako, Taka from Kansai Univ, Mr. Nori from Keio schoo)
□■The objectives■□
・ The students will know more about Japan.
・ The students will understand more about environmental issues.
・ The students will try to find the solution from their perspectives.
・ The students enhance expression skill.
□■The program of today■□
1) Presentation about Japan by Mr. Nori(10 min)
2) Showing video about environmental issues(10 min)
3) Think of environmental issues. Provide worksheet and let the students to think of the meaning of the picture by individual(10 min)
4) Think of the solution in group by using worksheet(10 min)
5) Break (10 min)
6) Drawing (60 min)
7) Presentation of the drawing by each student(10 min)
8) Feed back(5 min)
□■The feedback■□
※ ・
・ It was interesting to introduce Japanese culture by power points slide and green tea. The theme is to study about environmental issues, but they are studying with Japanese students. Therefore we should bring more advantage to learn with Japanese students in the project.
・ Well prepared before the workshop. We used projector, speaker, computer, and screen. But the preparation was well done so that the program went on very smoothly.
・ We wanted to use the desk top computer in Learning Resource Center, however, there are full of virus so that we were afraid to use it. And also some computers were out of work. The learning resource center staff should take care of computers more as to make people use computer whenever they want.
・ The movie Hanadi S and Hanadi H prepared was very good. Not only the contents but the length was suitable for the student to know world beautiful environment. If there have been more explanation of the movie and picture, it would be better.
・ The social study teacher prepared worksheet about environmental issues. It was very well prepared. The workshop could promote student’ thinking and facilitator enthusiastic discussion.
・ The students copied the drawing which they had drawn as rehearsal. Therefore it was not creative work but making copy.
・ It was good discussion after group work. There were many interaction between students.
・ The teaching method of teachers is outstanding. They use not only verbal but also nonverbal communication method. It attracted the students to learn more.
・ While the students draw, teachers discussed about the homework with Japanese staffs beside students. It was better to monitor and facilitate students’ drawing activity to make them concentrate on their work.
・ Now, the students are learning many things about environment. It will be more effective if they can observe real situation of environmental issues such as recycling, clearing streets and so on. Action learning is also effective way to learn as their own experience.
□■The participants■□
10 students
2 supervisors( Mr. Hamzeh, Mr.Imad)
3 teachers( Mr. Iyad, Ms. Hanadi S, Ms. Hanadi H)
3Japanese (Mako, Taka from Kansai Univ, Mr. Nori from Keio schoo)
□■The objectives■□
・ The students will know more about Japan.
・ The students will understand more about environmental issues.
・ The students will try to find the solution from their perspectives.
・ The students enhance expression skill.
□■The program of today■□
1) Presentation about Japan by Mr. Nori(10 min)
2) Showing video about environmental issues(10 min)
3) Think of environmental issues. Provide worksheet and let the students to think of the meaning of the picture by individual(10 min)
4) Think of the solution in group by using worksheet(10 min)
5) Break (10 min)
6) Drawing (60 min)
7) Presentation of the drawing by each student(10 min)
8) Feed back(5 min)
□■The feedback■□
※ ・
・ It was interesting to introduce Japanese culture by power points slide and green tea. The theme is to study about environmental issues, but they are studying with Japanese students. Therefore we should bring more advantage to learn with Japanese students in the project.
・ Well prepared before the workshop. We used projector, speaker, computer, and screen. But the preparation was well done so that the program went on very smoothly.
・ We wanted to use the desk top computer in Learning Resource Center, however, there are full of virus so that we were afraid to use it. And also some computers were out of work. The learning resource center staff should take care of computers more as to make people use computer whenever they want.
・ The movie Hanadi S and Hanadi H prepared was very good. Not only the contents but the length was suitable for the student to know world beautiful environment. If there have been more explanation of the movie and picture, it would be better.
・ The social study teacher prepared worksheet about environmental issues. It was very well prepared. The workshop could promote student’ thinking and facilitator enthusiastic discussion.
・ The students copied the drawing which they had drawn as rehearsal. Therefore it was not creative work but making copy.
・ It was good discussion after group work. There were many interaction between students.
・ The teaching method of teachers is outstanding. They use not only verbal but also nonverbal communication method. It attracted the students to learn more.
・ While the students draw, teachers discussed about the homework with Japanese staffs beside students. It was better to monitor and facilitate students’ drawing activity to make them concentrate on their work.
・ Now, the students are learning many things about environment. It will be more effective if they can observe real situation of environmental issues such as recycling, clearing streets and so on. Action learning is also effective way to learn as their own experience.
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