Japanese 1B
Course Description:
This is the second course in a two-course sequence. While it continues focusing on practical everyday communication skills and contemporary Japanese cultures, the course introduces the second widely used Japanese syllabic writing system, katakana. Lessons are built upon familiar topics such as self, family, school, and friends to provide meaningful contexts to develop everyday conversation skills. Each lesson is designed to help students learn katakana gradually as students work to master the first syllabic system hiragana through decoding words and reading to speak conversational expressions. The course includes audio and video learning objects to demonstrate native Japanese speaker's pronunciation, which supports students in building their interpersonal and interpretive fluency in Japanese. It is also designed for students to experience and appreciate the third writing system, kanji. This course targets the Novice Level of the Michigan World Language Standards and Benchmarks.
Course Details:
| Course Title (District): | Japanese 1B | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | Japanese I | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, National Collegiate Athletic Association, Michigan World Language Standards and Benchmarks | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1FeVAncuQeK7MQnS_D6Eb5711_qIi9Qm3jI_x9Dx7iJ0/edit?usp=sharing | ||||||||||
| Academic Terms : | Accelerated, Semester, Trimester | ||||||||||
| NCES SCED Code : |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Exchange basic information about their family, friends, and acquaintances
- Briefly describe basic information about their family, friends, immediate environments, and activities
- Use culturally appropriate greetings, phrases, and gestures in various contexts
- Identify commands and requests commonly used in classroom settings
- Identify basic differences and similarities in vocabulary, phonological and grammatical structures between Japanese and English
- Compare products, practices, and perspectives of Japanese-speaking cultures with those of their own
- Read simple Japanese sentences written in hiragana syllables and partially in katakana syllables by using the Japanese alphabet tables
- Write limited number of familiar words in kanji characters
- http://prod-cdn.voicethread.com (for browsing content)
- https://prod-cdn.voicethread.com (for browsing content)
- http://media.voicethread.com (for recording audio and video)
- https://media.voicethread.com (for recording audio and video)
- http://prod-streams-vt.s3.amazonaws.com/ (for playback of recordings)
- https://prod-streams-vt.s3.amazonaws.com/ (for playback of recordings)
Additional Cost: $0.0
Additional Cost Description:
NA
Upon completion of this course, students will be able to...
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | |
| Privacy policies are clearly stated. | Fully Met |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Fully Met | fsaroki |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Fully Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Fully Met | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met | fsaroki |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met | fsaroki |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Fully Met | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
Review Conducted By: Quality Matters
Date of Review:
11/05/2018
Unit 1: Meet My Friends
Unit 2: My Schedule
Unit 3: My Country
Unit 4: About Me
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 04/19/2021 | 08/27/2021 | 08/09/2021 | 09/21/2021 | 08/13/2021 | 12/17/2021 | 100 | $325 | $0 |
| Semester | 04/19/2021 | 10/29/2021 | 08/09/2021 | 11/23/2021 | 09/13/2021 | 01/28/2022 | 100 | $325 | $0 |
| Semester | 04/19/2021 | 09/17/2021 | 08/09/2021 | 09/14/2021 | 08/20/2021 | 01/07/2022 | 100 | $325 | $0 |
| Semester | 04/19/2021 | 09/17/2021 | 08/09/2021 | 09/21/2021 | 08/27/2021 | 01/14/2022 | 100 | $325 | $0 |
| Semester | 04/19/2021 | 09/17/2021 | 08/09/2021 | 10/05/2021 | 09/03/2021 | 01/21/2022 | 100 | $325 | $0 |
| Semester | 04/19/2021 | 09/17/2021 | 08/09/2021 | 10/05/2021 | 09/10/2021 | 01/28/2022 | 100 | $325 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 04/19/2021 | 08/27/2021 |
| Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 04/19/2021 | 10/29/2021 |
| Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 04/19/2021 | 09/17/2021 |
| Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 04/19/2021 | 09/17/2021 |
| Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 04/19/2021 | 09/17/2021 |
| Students have 25 days to drop from their enrollment start date. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 04/19/2021 | 09/17/2021 |
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 18-19 | 141 | 123 | 87.23% | |
| 19-20 | 146 | 120 | 82.19% |
Students will require a computer device with headphones, a microphone, webcam, and up-to-date Chrome Web Browser. Students must also have access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Other Technology Requirements:This course requires extensive use of an asynchronous audio-visual communication tool called VoiceThread. There is a Michigan Virtual-specific VoiceThread account that is used for this course and will be assigned to students.
If students are completing course work in school, the school's computers and network must be configured properly in order for VoiceThread content to be browsed, recorded, and played back properly. Browsers must be able to accept cookies from the following URL's:
The following link describes these and other network requirements:
https://voicethread.com/howto/network-requirements/
Browser Requirements: Students should use Google Chrome or Mozilla Firefox to use VoiceThread. Internet Explorer does not support VoiceThread. The following link describes further the browser requirements:
https://voicethread.com/howto/browser-requirements/
To test Michigan Virtual’s VoiceThread in your school environment, please contact our Customer Care Center to receive a temporary login information.
When enrolling in this course, students must not create or use a personal VoiceThread account. Personal accounts are the accounts created under the regular VoiceThread.com site. Students must have their own unique email address that is not associated with any personal VoiceThread accounts. Their email address for their Michigan Virtual account cannot be used by anyone else, including the mentor or parent. If students use the same email address that has been used for their personal VoiceThread account to sign up for this course, all digital content stored in the personal VoiceThread account will be lost at the end of the semester.