EBLSの指導理念

​教授法や学習法について講師が信じていることは、レッスンを計画、準備、実行する際に影響を与えます。

以下はEBLSの講師たちが指導を行う際に基本としている価値観や信念です。

Our Teaching Philosophy 

What teachers believe about teaching and learning affects how they plan, prepare and deliver lessons.

Below are the core values, beliefs, and philosophy in our teaching. 

Female Teacher and Student
01/

​教師・講師は学習者にとってファシリテーターであり、コーディネーターである。

Teachers are facilitators and coordinators for learners.

  • One of the major roles of teachers is to help students attain the next level in their development.

  • Teachers are not the dispensers of knowledge.

02/

生徒の学習発達は、生徒のZPD(最近接発達領域)の中で、適切な教材が与えられたときに起こる。

Students' learning development occurs when they are provided with appropriate materials within their ZPD.

  • ZPD (Zone of Proximal Development) refers to the difference between what learners can do without help and what they can do with assistance (Vygotsky, 1978).

  • As each individual has a different ZPD, their learning occurs at a different rate and a different level. Teachers should focus on individual learning development while providing them with appropriate materials or experience according to their ZPD.

03/

​学習の過程は、学習の産物と同じくらい重要なものである。

The learning process is as important as the learning product.

  • Learning products do not necessarily reflect students' efforts. It is more important for teachers to focus on how they have conquered challenges and achieved triumphs. 

  • More emphasis should be placed on what they can do in the future, not on why they failed in the past.

  • Learning reflection is a key to fostering self-regulated learners; thus, it is meaningful to have students reflect on their learning process. 

04/

生徒の意味づけは、人々やツールとの有意義なかかわり合いの中で構築される。

Students’ meaning-making is constructed in a meaningful interaction with people and tools.

  • When students are unable to do a certain task, this does not indicate the students' inability to perform the task. This is because they have not attained the level to complete it.

  • With a mediate tool, activity, or communication familiar to the students, they are likely to be lifted to the next level and become capable of completing the task.

05/

​生徒の自信は成功体験を重ねることによって高められる。

Students’ confidence is increased by the accumulation of their successful experiences.

  • For this to happen, teachers should provide them with materials at their optimum level.

  • Optimum materials are the ones that are one step above their current developmental level.

06/

​学習とは、社会的なプロセスである。

Learning is a social process.

  • Students' learning takes place through interactions with their peers, teachers, and other experts. 

  • Teachers can create a learning environment that maximizes the learners' ability to interact with each other through discussion, collaboration, and feedback.

  • Teachers strive to create a safe and comfortable environment where students interact and collaborate well with their peers.