Kevin Watson, MSc.
Kevin Watson holds an MSc. in Applied Professional Studies in Lifelong Learning/Adult learning from the UK. He has a comprehensive understanding of adult learning, educational program development, and curriculum design.
Kevin has 15 years of higher education teaching experience combined with 25 years of leadership experience in adult and youth program development. At the tertiary level, he has successfully taught in content areas that include self-regulating learning, professionalism, communication skills, cultural studies, sport marketing, and employability. From a mentorship perspective, he has successfully designed and implemented small group sessions, workshops, one-to-one coaching, and guided discussion-based classroom teaching for medical students, law students, pre-service teachers, linguistics majors, and business majors within a professional learning community model. In addition, Kevin has designed faculty development and curriculum design workshops for medical education, law education, teacher development, technology, and ESL curriculum. For the past year, Kevin has been involved in course design, academic coaching, mentorship, reflective learning workshop development, motivation and visualization skills, and professionalism development.
Overall, from a lifelong learning perspective, Kevin has a keen interest in working with students and coaching them to become reflective practitioners of their own learning process. Kevin’s educational philosophy is constructivist in theory, differentiated in design, and workshop oriented in application.
• Self-regulating Reflective Learning Systems
• Academic Coaching
• Learner Assessment
• Adult Education Curriculum Design
• Educational Policy Development
• Reflective Practitioner dDvelopment
• MSc. Applied Professional Studies in Lifelong Learning
• B.Ed Curriculum Design, Education and Teaching (PE and English)
• B.Hkin Human Kinetics (Exercise Science and Teaching)
• PGc Systemic Functional Linguistics and TESOL
2011- 2014 NUCB Exceptional Teaching Award
British Columbia Teacher Regulation Branch Membership
Referred Journal Articles:
Watson, K. & Agawa, G. (2013). Integrated language skills CALL course. JALT Call Journal: Tokyo, Japan. (http://journal.jaltcall.org/articles/9_3_Watson.pdf: ISSN 1832-4215)
Peer-reviewed Journal Articles and Proceedings:
Watson, K & Agawa, G. (2017). SELT OKINAWA REVIEW No. (15). Standards-based pre-service pedagogic and technical knowledge and skills for teacher education programs
Watson, K & Agawa, G. (2016). SCRIMPSIS: University of the Ryukyus Journal. Program development for self-access center and core course integration. ISSN 0919-4215
Watson, K & Agawa, G. (2016). Meeting pedagogic and technical knowledge and skills for teaching with technology in second language teacher education. ISBN 978-988-8402-78-6
Watson, Kevin. (2014). Pedagogy’s impact and limitations in a CALL course. Fieldwork E-Journal. Volume 1, Issue 1: California, USA. (http://www.fieldworkbooks.com/watson.html: ISSN: 2373-1532)
Watson, K. & Agawa, G. (2014). Instructor knowledge of student socialization, classroom culture
and social mechanisms. NUCB Journal of Language, Culture, and Communication Volume 15(2)
Agawa, G & Watson, K. (2013) Task criteria and activity differentiation in EFL course books.
NUCB Journal of Language, Culture, and Communication Volume 14(2) Spring.
Watson, K. M., & Agawa, G. S. (2013). A framework for the development of mobile learners in Japan. In N. Sonda & A. Krause (Eds.), JALT2012 Conference Proceedings. Tokyo: JALT.
Watson, K. & Agawa, G. (2012). The importance of foreign teacher understanding and adjustment to EFL learners. KOTESOL 2011 conference proceedings Seoul: KOTESOL.
Watson, K & Agawa, G. (2012). EFL course book adaptation using focused tasks. In A. Stewart & N. Sonda (Eds.), JALT 2011 Conference Proceedings. Tokyo: JALT.
Watson, K., & Agawa, G. (2011). Differentiated instruction in a university English CALL setting. In A. Stewart (Ed.), JALT2010 Conference Proceedings. Tokyo: JALT.
Watson K. (2011). The emergence of new literacies and motivations to engage in distributed (online/blended) learning. NUCB Journal of Language, Culture, and Communication Volume 12(2) Spring.
Watson, K. (2007). Ethics in Japan: the role of the universal moral value in the development of
cultural values. Tokushima Arts and Sciences University Kiyo
Books, Academic Presentations, and Workshops
Watson, K and Agawa, G. (2014). Visible Progress: Learner Engagement Tasks Gifu Shinbun
Publishing: Nagoya, Japan (ISBN: 987-4-87797-204-2)
Watson K, & Agawa, G. (2013). Vocabulary Extender: A Self-Access Vocabulary Workbook. Gifu
Shinbun Publishing: Nagoya, Japan. (ISBN: 978-4-87797-19)
Academic Presentations and Workshops:
Integrated internal action frameworks for classroom identity development towards self-regulating learners. 9th International Conference on Education and Educational Psychology. Royal Olympic Athens Hotel. - Athens Greece 2018/10/02-05.
Teacher training program development and implementation for non-language specialist educators: the use of mentored internal action frameworks (IIAF) and active learning cycles. Japan-US Teacher Education Consortium 30th Annual Conference (JUSTEC 2018). Bukkyo University – Kyoto Japan. 2018/09/14-17
Learning cycle focused curriculum: Self-regulating learner development. Japan-US Teacher Education Consortium 30th Annual Conference (JUSTEC 2018). Bukkyo University – Kyoto Japan. 2018/09/14-17.
Learning cycle focused mentorship: Mentored experiential learning towards self-regulation. Okinawa English Education Consortium Mini Conference. Okinawa Christian University. 2018/02/17
Learning pods and team-based learning. JALT 2017: Language Teaching in a Global Age: Shaping the Classroom, Shaping the World. 43rd Annual International Conference on Language. Tsukuba
International Congress Center - Ibaraki, Japan. 2017/11/17-20.
The development of internal action frameworks in the classroom: creating flexible habits of mind. The 15th Asia TEFL Conference 2017/64th TEFLIN International Conference- Yogyakarta, Indonesia. 2017/07/13-15.
Structured Learning Frameworks towards self-regulating adult learning: How to empower students with minimal experience with classroom autonomy, agency. JALT Conference - Naha, Japan. 2016/12/17-18.
Differentiated Identity Development (DID) in the classroom towards self-regulating learning. JALT Conference - Nagoya, Japan. 2016/11/27.
Meeting pedagogic and technical knowledge and skills for teaching with technology in second language teacher education. International Conference on Open and Flexible Education. Open University of Hong Kong. HK-2016/07/03-06.
Reflective learning development through blended e-learning - JALT CALL & THE BRAIN (SIG) Conference. Tamagawa University. Tokyo, Japan-2016/06/05.
Cultural sensitivity development through integration - 3rd annual conference on global higher education at Lakeland College. Tokyo, Japan - 2016/06/04.
Partnering through L2 movie making assessments - JALT PANSIG Conference - Nago, Japan. 2016/5/20-22.
Learning log books: Assessment and qualitative research - 2nd Methodology Research Colloquium. Naha Okinawa, Japan. 2016/2/16.
The integrated curriculum development process and classroom practice: A focus on an L2 student identity framework – JALT Trends, Okinawa Christian University – 2015/12/12.
Teaching presentation skills: A self-development approach - Okinawa JALT Conference – Nishihara, Japan. 2014/12/13.
Teaching culture in an integrated assessment context – National JALT Conference - Ibaraki, Japan. 2014/11/23.
Learning and mentorship for EFL university students in Japan - JALT Conference - Hamamatsu, Japan. 2012/10/13.
Focused tasks for clustered input-strategy-practice - JALT Conference - Tokyo, Japan. 2011/11/20.
The importance of foreign teacher understanding and adjustment to EFL learners - KOTESL
International Conference - Seoul, Korea. 2011/10/15.
The importance of cultural understanding for the administration of group formation with Japanese EFL learners - Across Languages and Culture Conference - Venice, Italy. 2011/09/2.
Effective [email protected] classes through differentiated instruction - New Education Expo - Osaka, Japan New Education Expo Osaka, Japan. 2011/06/15.
Differentiated instruction in a university English CALL setting - JALT Conference - Nagoya, Japan. 2010/11/20.
Active academic discussion for success in master’s programs - University of British Columbia Centre for Intercultural Studies - Vancouver, Canada. 2007/03/15.
Lifelong learning and networking in international master’s programs - University of British Columbia Centre for Intercultural Studies – Vancouver, Canada. 2006/07/17
Trust building and classroom communication module for junior/senior high school/university instructors. - Canadian Embassy – Tokyo, Japan. 2004/06.
Storytelling and its importance in the classroom – JALT Local Conference. Tokushima, Japan. 2004/03/20.
Lifelong learning: windows of opportunity - Adult English Study Association – Tokushima, Japan 2003/05/22.