PRACTICE OF CURRICULUM DESIGN FOR NURTURING GLOBAL COMPETENCY: A CASE STUDY ON COLLABORATION WITH TEACHERS AND PROFESSIONAL EXTERNAL LECTURER

Yoshihisa Nomi

Abstract: In modern society, progress and globalization of science and technology, the change is intense and the future is uncertain. Therefore, it is required to cultivate students who can survive strongly. The aim of this study is school curriculum improvement tried to shift from mastery-type class to competency-type class by utilizing formative assessment. First of all, clarify global competency to be nurtured in the comprehensive lesson local study (kyodo-gaku). Teachers and professional external lecturers worked with collaborate on this practical study. To attain this goal, a school based assessment is created with essential question and enduring understanding on the basis of the backward design theory (Understanding by Design framework). Furthermore, Conversation has been done frequently between students, teachers and professional external lecturers during the practice. As a result, Formative assessment was confirmed of effective tool, which might lead to school curriculum improvement. From the questionnaire of post survey, it turned out that students realized their own qualitative ability was improved, through the local study. Behind the scene, to school improvement is done by collegiality (douryousei) and empathy among teachers, which existed as Japanese culture. It is rare that external lecturers actively participate in the curriculum design of high school education, so that this practical study could be a good role model that fosters students in the community.

Keywords: Formative Assessment, Understanding by Design framework, Performance Task, Rubric, Collegiality (Douryousei)

DOI: https://doi.org/10.15623/ijret.2018.0702002