EBLSの指導理念

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​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。

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Our Teaching Philosophy 

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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. 

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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.