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I'm doing flipped classroom style at my kosen.

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I use images (slides and videos) with short quizzes, and some classes involve crafting, drawing or making something.

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I distribute lesson materials in advance using ICT tools. For example, we use Teams and Moodle. All students have an iPad.

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I give a lot of quizzes and presentations to my students in my lectures.

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In our KOSEN, in many classes, including myself, we do "traditional" lecture

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but in this one new course, although it's close to "traditional", we accept questions during class through Google form, and we pick up concepts students find hard to understand, and make 5 min video on that for students to watch later

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Combination of a textbook and some ppt slides that I prepare for the topic. 

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Combination of a textbook and some ppt slides that I prepare for the topic. 

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Make students to solve problems through dialogue with me

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Make students to solve problems through dialogue with me

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I do practice questions and make students solve problems through dialogue with me

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At the school, traditional lectures are often held, but after teaching the theoretical content, they also emphasize deepening the understanding of the content through experiments and other means, and feeling the practicality of the content. They also encourage students to ask questions during the lecture, making them think and becoming interested in the content.

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Students designed a tearoom together, sometimes we get students from the polytechnic but most of the participants are from Brazil or Hong Kong

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Collaborative research with foreign institutes

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Collaborative research with foreign institutes

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I have yet to gain experience with Polytechnics. However, I'm working on my research with universities in Malaysia. In this research activity, my students visit the universities to do collaborative research. Once students visit the university, they can work effectively with the university students online. Onsite + Online should be an effective style for collaborative lectures.

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I recieved some internahip students in my lab from Nangyang polytechnic.

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I recieved some internahip students in my lab from Nangyang polytechnic.

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I have no experience with this. Let's collaborate with NIT Suzuka College. A Finnish student also studied in my lab for five months.

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バルテリ君プレゼンテーション

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Lecturers +workshops we’re students develop a project together

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for example, giving Singapore-rooted problems to both Singapore and Japanese students or the other way around

different perspectives may give different answers and findings

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A certain period of time, not 1 day, but 1 week would be necessary for participants to know the lecturer with the backgorund and character.

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Integrated into an existing course (probably better if it is an elective course)

or as an extracurricular activity (maybe more difficult to engage the students)

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I propose that we join research labs at each college and develop technology on the same research topic. For example, the development of IoT systems and AI systems.

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Japan is very poor, and it is difficult to get funds. The students may be able to pay for their traveling costs, but sometimes, it is difficult to send a teacher together.

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Learning to communicate despite the English level

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The lecture would be given in English. So, in the current curriculum in many kosen, the lecture would be limited for a certain geoup of students who want to learn in English.

But, if the lecture was not about only theory but included practical training or experiments, which require a common facilities, that would be better for

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build something together

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Please receive students from Japan during vacation time.

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Letting students from both sides discuss it by themselves, sometimes reach an unexpectedly good solution.

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First of all we need to reduce the total working load. 

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First of all we need to reduce the total working load. 

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Not only money, more serious problem is that there is no space for a teacher and student to add some extra program or activity, which is a tradition that once you set a new program on school, no one can delete it, even after the program finished its role, it often remains without any reason and purposes.