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概要と使いどころ
Design a RULER emotional literacy sequence for recognising, understanding, labelling, expressing, and regulating emotions. Use when students struggle with emotional regulation, conflict, or anxiety.
日本語の概要は準備中です。原文の説明を表示しています。
Optimise a learning activity for flow by balancing challenge level, skill, clear goals, and immediate feedback. Use when students are bored, anxious, or disengaged during a task.
日本語の概要は準備中です。原文の説明を表示しています。
Generate scaffolds that gradually increase student choice, voice, and ownership within a learning task. Use when students depend heavily on teacher direction and need to develop autonomy.
日本語の概要は準備中です。原文の説明を表示しています。
Diagnose motivation problems in a task using self-determination theory and redesign for autonomy, competence, and relatedness. Use when students are disengaged, resistant, or going through the motions.
日本語の概要は準備中です。原文の説明を表示しています。
Design a mastery experience sequence that systematically builds student confidence in a skill they avoid. Use when students say 'I can't do this', avoid tasks, or show learned helplessness.
日本語の概要は準備中です。原文の説明を表示しています。
Capture confidence ratings before and after a learning attempt to identify overconfidence and underconfidence patterns. Use when a student wants to understand how well they actually know something versus how well they think they know it.
日本語の概要は準備中です。原文の説明を表示しています。
After the learner demonstrates understanding of a concept, present near-transfer and far-transfer challenges. Use to test whether learning is portable or task-specific — this is what separates understanding from familiarity.
日本語の概要は準備中です。原文の説明を表示しています。
Design a single-point rubric with one criterion and open columns for evidence. Use for student self-assessment, peer feedback, teacher formative feedback, or pre-task planning. Works with any learning target, with or without a band system.
日本語の概要は準備中です。原文の説明を表示しています。
Structure a student's self-determined project with mentoring checkpoints, competency alignment, and reflection. Use when guiding student-led projects within a competency-based framework.
日本語の概要は準備中です。原文の説明を表示しています。
Stage exploration before instruction on complex problems. The learner produces two attempted approaches before consolidation — which builds on those attempts, not from scratch. Use for genuinely hard problems where struggle produces deeper learning.
日本語の概要は準備中です。原文の説明を表示しています。
Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
日本語の概要は準備中です。原文の説明を表示しています。
Provide graduated assistance from abstract conceptual nudge to concrete procedural step, with reflection required before each escalation. Teaches help-seeking as a skill and prevents direct-answer shortcuts.
日本語の概要は準備中です。原文の説明を表示しています。
Design a diagnostic hinge question that reveals whether students understand enough to move on. Use when planning key checkpoints mid-lesson during explicit or direct instruction.
日本語の概要は準備中です。原文の説明を表示しています。
Generate scaffolds supporting student self-regulation across planning, monitoring, and evaluation phases. Use when students struggle to manage their own learning during extended or independent tasks.
日本語の概要は準備中です。原文の説明を表示しています。
Build a library of metacognitive prompts targeting planning, monitoring, or evaluation for a specific task. Use when developing students' thinking-about-thinking during independent work.
日本語の概要は準備中です。原文の説明を表示しています。
After any AI-generated explanation, require the learner to identify one place it could be wrong, one thing to check, and one source to consult. Builds epistemic vigilance — treats AI output as a claim to evaluate, not truth to absorb.
日本語の概要は準備中です。原文の説明を表示しています。
Define the scope and purpose of a complex inquiry before mapping or futures work begins. Use when a class or group needs to agree what they are investigating, who it matters to, and at what scale.
日本語の概要は準備中です。原文の説明を表示しています。
After scaffolded practice, run an unassisted check with no AI help. Use to distinguish supported performance from what the learner can currently do independently.
日本語の概要は準備中です。原文の説明を表示しています。
Review the week using accumulated session evidence — retrieval rates, hint depths, calibration accuracy, transfer and unassisted results. The learner identifies patterns and sets a strategy goal. Use weekly or after a multi-session period.
日本語の概要は準備中です。原文の説明を表示しています。
Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.
日本語の概要は準備中です。原文の説明を表示しています。
When a learner gets something wrong or feels stuck, require them to diagnose the problem before receiving help. Ensures help targets the actual cognitive breakdown, not just the surface error.
日本語の概要は準備中です。原文の説明を表示しています。
Present project-design pathway options and orchestrate regenerative projects using backwards design, PBL, SEEDS, compassionate systems action, or civic/service pathways.
日本語の概要は準備中です。原文の説明を表示しています。
Design a complete lesson study cycle from research question through collaborative planning to research lesson. Use when planning jugyou kenkyuu or collaborative teacher inquiry into practice.
日本語の概要は準備中です。原文の説明を表示しています。
Slow down interpretation from observation to action. Use when students or adults need to examine assumptions in conflict, dialogue, or inquiry.
日本語の概要は準備中です。原文の説明を表示しています。