类别 全部 - autonomy - scaffolding - reflective - motivation

作者:Eliana Toledo 1 月以前

26

Being a Reflective Practioner

Effective teaching involves several interconnected elements that enhance both the learning experience and the instructional process. Reflective practice encourages educators to critically examine their teaching methods, incorporating insights from classroom experiences to make informed decisions.

Being a Reflective Practioner

Being a Reflective Practioner

This template will help you prioritize tasks by categorizing them into 4 main categories.

This diagram ensures you focus on critical tasks first, schedule important work for later, delegate less essential tasks, and eliminate distractions, optimizing your productivity and keeping you organized.

Macro estrategies

These tasks are neither time-sensitive nor crucial.

They are often distractions and can be minimized or eliminated to free up time for more important activities.

Promote learner autonomy
equipping learners with means
Maximize learning opportunities
creating learning opportunities

Application in Educational context

Tasks that require quick action but are not critical to your goals.

These can often be delegated to others, allowing you to focus on more important tasks.

Scaffolding
Navigating through problem solving stages

Motivation

These tasks are crucial for long-term success but don’t require immediate action.

Schedule these tasks for later to ensure they get the attention they need without interrupting urgent tasks.

Authentic material
exposure to real language and the target culture
Task and Meaningfullnes Task
Communication with a purpose in mind
Intrinsic motivation
appealing to learners' self motivativation and autonomy
enjoyment, passion etc while performing challeging tasks

Schön’s theory

Tasks in this quadrant are both time-sensitive and critical.

These should be your top priority and tackled immediately as they directly impact your goals and deadlines.

Reflection in action
Monitoring their ongoing performance
Reflection on action
Reflection on classroom experience
the critical examination, classroom oriented research, problem solving, broader context consideration
Informed situaded decisions