写真a

GRIFFITHS Micheal J. (グリフィス マイケル)

GRIFFITHS Micheal J.

職名

特定任期教員

外部リンク

出身学校 【 表示 / 非表示

  • スウィンバーン工科大学   理学部   卒業

    1998年3月 - 2002年3月

出身大学院 【 表示 / 非表示

  • ニューイングランド大学   芸術研究科   修士課程   修了

    2009年3月 - 2011年7月

学内職務経歴 【 表示 / 非表示

  • 甲南大学   ■廃止組織■   国際言語文化センター   特定任期教員

    2019年4月 - 現在

所属学協会 【 表示 / 非表示

  • J-CLIL

    2020年8月 - 現在

 

論文 【 表示 / 非表示

  • Using a 'Local Learner Corpora' to Analyze Academic Writing

    Michael Griffiths

    Journal of Policy Studies   53   127 - 134   2017年3月

     詳細を見る

    単著

  • 'Local' Learner Corpus Size

    Michael Griffiths

    Journal of Policy Studies   54   41 - 49   2017年9月

     詳細を見る

    単著

  • Accounting for Linguistic and Cognitive Demands in CLIL Course Design 査読あり

    Michael Griffiths

    Journal of Policy Studies   57   141 - 149   2018年11月

     詳細を見る

    単著

  • Adapting and Scaffolding Texts in CLIL Materials 査読あり

    Michael Griffiths

    JALT PanSIG Journal 2019   2019年5月

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    単著

  • Mapping the Terrain of Content and Language Integrated Learning in Japanese Universities 査読あり

    Michael Griffiths

    The Journal of the Japan CLIL Pedagogy Association   3   110 - 133   2021年3月

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    単著

    出版者・発行元:Japan CLIL Pedagogy Association  

総説・解説記事(Misc) 【 表示 / 非表示

  • Digital Literacies

    N. Hockly, G. Dudeney & M. Pegrum

    English Australia Journal   29 ( 2 )   84 - 87   2014年9月

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    掲載種別:記事・総説・解説・論説等(国際会議プロシーディングズ)   出版者・発行元:English Australia  

講演・口頭発表等 【 表示 / 非表示

  • Understanding the 'smart' in smartphones

    Michael Griffiths

    English Australia Conference  (Adelaide)  English Australia

     詳細を見る

    開催年月日: 2011年9月

  • Developing a personal learning network

    Benson, K., Brumfield, L., Hockly, N., Griffiths, M., Khan, S. & Smith, K.

    English Australia Conference  (Sydney)  English Australia

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    開催年月日: 2012年9月

  • Mobile Devices in the Language Classroom

    Griffiths, M. & Forster, P.

    NEAS Conference  (Sydney)  NEAS

     詳細を見る

    開催年月日: 2013年5月

  • Future Japan: Reflections and experiences on using a CLIL course

    Michael Griffiths

    Japan in the World, the World in Japan: A Methodological Approach" Symposium  (Osaka)  Japan in the World, the World in Japa

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    開催年月日: 2018年3月

  • Using a Soft CLIL Approach in Japanese Universities: Finding the 'sweet spot'

    Michael Griffiths

    Kyoto JALT Mini Conference  (Kyoto)  Kyoto JALT

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    開催年月日: 2018年11月

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その他教育活動及び特記事項 【 表示 / 非表示

  • 2015年10月
     
     

    EC5 Special Topics Future Japan

  • 2016年4月
     
     

    EC6 Special Topics Future Japan

  • 2016年4月
     
     

    EC1 Reading

  • 2016年10月
     
     

    EC2 Reading

  • 2018年4月
     
     

    EC5 Special Topics Cryptocurrencies

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ティーチングポートフォリオ 【 表示 / 非表示

  • 2020年度

    教育の責任(何をやっているか:主たる担当科目):

    College English Speaking, College English Listening, Intermediate English Presentation, Life Topics I, Global Topics II, English Regions II

    教育の理念(なぜやっているか:教育目標):

    In my College English classes, the basic goal is for students to become better communicators in English. For Speaking classes this usually means helping students develop their ability to have extended conversations with partners or small groups, whilst also being creative in their spoken output. For Listening classes, this usually means helping students prepare, understand and evaluate language in increasingly difficult forms of listening input. Presentation classes involve helping students prepare presentations and develop their speaking and presentation skills to achieve those tasks. The content classes, Life Topics, Global Topics, and English Regions involve helping students understanding challenging input, usually texts or videos, and then develop language to discuss and communicate on the course topics.

    教育の方法(どのようにやっているか:教育の工夫):

    In most classes, I use textbook materials but this is considered a starting point, a check point, or a stepping off point, depending on the level of the class. Content classes usually involve self-generated materials. I tend to picture myself as post-methodology, meaning that I consider a number of teaching methods and approaches to be valid, but only if they suit the learning context and the needs of the students. College English classes tend to follow a Communicative Language Teaching approach where students learn language points to communicate with each other while on tasks. Presentation classes tend to follow a Task Based Learning approach where students learn language and complete different elements of tasks with the end goal being the completion of a larger tasks (presentations). Content classes tend to follow a Content and Language Integrated Learning approach where both the learning of information and the development of language are seen to work together to enable higher forms of learning.

    教育方法の評価・学習の成果(どうだったか:結果と評価):

    There is some variety in the levels of improvement and achievement of students in my classes. This is generally seen to be dependent on the degree of engagement, participation, and effort of each student. However, some general trends are noticeable in each of the class types. Students report that Communicative Language Teaching classes are, quite literally, highly communicative with lots of talking time and fun. Students have also expressed that Task Based Learning classes provide good preparation and develop high levels of confidence to achieve the end tasks. The students state that Content and Language Integrated Learning classes include challenging topics but they are also highly interesting, meaning that the students feel that they learn a lot.

    改善点・今後の目標(これからどうするか):

    Speaking and Listening classes will incorporate more project work to offer more variety to the unit cycle. Presentation classes will incorporate more detailed feedback after each unit’s practice presentation so that students feel better prepared for their major assessments. Global Topics and English Regions are new content classes so their materials will be monitored closely for appropriacy and adjusted throughout or at the completion of the semester as required.

    根拠資料(資料の種類などの名称):

    Please refer to the course syllabi on My Konan.

 

社会貢献活動 【 表示 / 非表示

  • Co founder of #AusELT

    2012年1月 - 2014年12月

     詳細を見る

    Co-founded and developed a regional professional development group for English Language Teachers in Australia.

  • Kobe JALT Publications Co-chair

    2019年4月 - 現在