Language Resident Name:
Day and Date:
Thu. Feb. 25th
Language and Level (intermediate or advanced class):
Class theme/topics discussed:
Hypothesize and inference/ Lateral Thinking Puzzles
Goal(s) of the class:
Students will use Japanese to solve questions.
Students will use Japanese to acquire necessary information.
How did you structure the class?
|Title||Notes (T: teacher, S: student)|
|5(5)||Attendance check & Announcement||T checks Ss’ attendance and talk about a hot topic in contemporary Japan.|
|10(15)||Project||T will briefly review what they decided about the project last week and describe the plan, schedule, process, etc. Ss can also talk about the project if they want to revise or add something to the plan.|
|40(55)||Activity||Students will participate in lateral thinking puzzles. In this game, students can ask questions that the game master can answer with “yes”, ”no” or “doesn’t matter” to solve the given problems. Students are encouraged ask lots of questions to gain information, test their hypotheses, and learn about the answers. T will help students by asking questions that stimulate students speculations, giving hints, and/or showing clues.|
|5(60)||Consolidation||T reviews the class and gives some feedback to students.|
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Power point presentation
What worked well in this class? What did not work?
There seems to have been fair amount of speech from each student. I could also encourage some shy students to talk by letting them do the game master part. I also successfully introduced some new vocab words by sending the answer to the last questions via email.
What did not work:
I think balancing each student’s amount of speech is the next step or task.
How could this class be improved/ modified?
I think letting students ask questions one by one would help all the students to ensure more fair balance of the speech amount.