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2: 2018-04-27 (Fri) 00:22:35 kawaguchi source Cur: 2018-04-28 (Sat) 22:54:27 ozeki source
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**発表概要 [#ke421901] **発表概要 [#ke421901]
-Giving presentations is an important skill in language learning. However, the standard practice of having one student after another present in front of the class can increase anxiety for the presenter and disengage classmates. This presentation will look at an effective way to implement round-robin small group presentation configurations utilizing the Social Golfer Problem (Triska, 2008). This method gives students opportunities to both evaluate presentations and to speak multiple times in a low-anxiety environment.+Giving [[presentation]]s is an important skill in language learning. However, the standard practice of having one student after another present in front of the class can increase anxiety for the presenter and disengage classmates. This presentation will look at an effective way to implement [[round-robin]] small group presentation configurations utilizing the Social Golfer Problem (Triska, 2008). This method gives students opportunities to both evaluate presentations and to speak multiple times in a low-anxiety environment
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 +The presenter will discuss a short computer program (Barnes, 2018) that collects, collates, and distributes [[peer evaluation]]s, score averages, and the teacher’s assessment.
-The presenter will discuss a short computer program (Barnes, 2018) that collects, collates, and distributes peer evaluations, score averages, and the teacher’s assessment. 
In this presenter's experience, students have responded positively with less anxiety and are able to receive more feedback—not just from the teacher, but also from classmates. The combination of anonymous feedback along with averaged scores has reduced the effect of peer bias and very closely matched the teacher’s score. In this presenter's experience, students have responded positively with less anxiety and are able to receive more feedback—not just from the teacher, but also from classmates. The combination of anonymous feedback along with averaged scores has reduced the effect of peer bias and very closely matched the teacher’s score.
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**配布資料 [#u10c294d] **配布資料 [#u10c294d]
&ref(ID$b44f9013); &ref(ID$b44f9013);
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[[第91回支部研究大会]] [[第91回支部研究大会]]


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