学生の多様性に対応した授業設計とリスク管理
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(3) "!$#%&(')*,+.-/1032547618:9;=<?>@('ACB1DE+FEG2IHJ&.KL,@(MNEOCP128RQTSC2VU ')*T@(#%WT+.-/10,2YXZE[\8]I^;I_a`cbedf9g!$hi1j')kl4Cm:n1o\]I^FqpR;(r@sOtup #%T&vBwxEy5z{,m:|1}1&~3wC,mY032YW3m5 E^}2YUr6.O;>uOC9') *,@vE[E+v-/]I.Ej(wTmI@t,+:C032(;Cr]I^1rC@t3R&vwC,mYC0325 +.Q,SR32TxE +,?-/1032(;E+N}^( CE^[26E85+,]I}U. ¢¡,£5¥¤u¦7C§C¨E©ªE«¬vC®«\¯f¨1°±²«(³"´"µ"¶¸·º¹$»½¼¾À¿ÂÁaÃ"»ÅÄÆa·½´ÇÈ·½´"´ÊÉË Teaching Designs Corresponding to Students’ Diversity and Classroom Risk Management Hiroshi Sakata International Student Center. Ì. ABSTRACT Corresponding diversity among students is one of the urgent concerns in Japanese schools.. As a. framework to correspond students’ diversity in a class, Kolb presented the theory called Experiential Learning Theory and proposed the need for teachers to design and organize a class with more variety of teaching styles.. The present paper will demonstrate (1) how to design more effective class for students’ learning. Í Keywords: Learning Styles, Diversity, Risk Management, Teaching Around the WheelÎ. preferences and (2) how to manage possible risks in designing such class.. ÏÐ1Ñ3Ò5ÓTÔvÕÖ ×ÅØa×ÅØ ÏÐ1Ñ3Ò5Ó !
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(25) 大学教育研究ジャーナル第3号(2006). 2 +;5')*,@#%W,+:w*~I@t,+v/ ]I^}2EmhL* D ]V;5#%WT+.-/10,2(Ü@ < >*%3 m:n I 0326E85+.032IU U Øa×ÅØ5467 Ñ8:9 Ô ¬.®];<=Ha > Ï ? @ U Øa×ÅØa×ÅØA4:6 7 Ñ8)9. ' )*T@(#%WT+.-/10,2+9;(wC*~' )*,@#%WmB&ßu+vkw ]V;r@vkwT@JE+ w,mB>?032Y1~P26E8I9 C+EÿY C1 8VFqpOP2IUk 8]Y^C9.k wTOà286 ÿ:#} 8÷ø(,2(~;(u]I^(ùú93EROCP fE Dh3%9; ½ `"G` F²: He@ I 3-m y^[T216u8 +,]I}U Most of us were taught in classrooms where styles of teaching reflected the notion of a single norm of thought and experience, which we were encouraged to believe was a universal norm. This has been just as true for non-White teachers as for White teachers. Most of us learned to teach emulating this model. As a consequence many teachers are disturbed by the political implications of a multicultural education because they fear losing control in a classroom where there is no one way to approach a subject but multiple ways with multiple references.. ½ `"`JF²¸1+Et2NJIu@ I E(ÿLKS2Ct,+(; w*~.wC,mB>?ÐºÏ ý(þ1032Bo+9;p +')* 8]I^.BN1 M &3YO')q]I.Bw% & m < +5wCu@5Z[ { ^1m5QTSC2Xý G ~CPpR;#% &(')*3+v-/]Ivw@ 3 O m'u P ÜTâ328 !
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(125) 大学教育研究ジャーナル第3号(2006). tvuxwzy|{ i ii. iii. iv. v. vi. vii viii ix. x. xi xii. Kolb, D. Experiential Learning. Englewood Cliffs, NJ: Prentice Hall, 1984. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. Learning styles and pedagogy in post-16 learning: A systematic and critical review. London: Learning and Skills Research Center, 2004.. .}~&&oj 8 S # _$F$D )-$EJg:7B
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(128) ER Bennett, J. Intercultural Training Design:. Seminar for Cross-Cultural Training Services, Ltd., Japan. Tokyo: Cross-Cultural Training Services, Ltd., 2003. Kolb, D. Learning-Style Inventory: LSI-Iia. Boston: Hay/McBer. 1993. Kolb, D. Facilitators’ guide to learning. Boston: Hay/McBer. 2000. Wheeler, M., & Marshall, J. The trainer type inventory (TTI): Identifying training style preferences. In J.W. Pfeiffer & L.D. Goodstein (Eds.), The 1986 annual: Developing human resources. San Diego, CA: University Associates, 1986. 4 vi. . E;/]^Õj# _$F$D) E $Ôjg: 7B
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