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概要と使いどころ
Design a lesson that embeds PERMA wellbeing elements alongside academic learning objectives. Use when planning lessons that intentionally support both content mastery and student flourishing.
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。
Develop pedagogical content knowledge for a topic by surfacing common misconceptions and effective representations. Use when preparing to teach unfamiliar content or improving teaching of hard topics.
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。
Design a structured outdoor learning sequence embedding curriculum objectives in an available outdoor space. Use when planning lessons in school grounds, parks, or local natural environments.
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 decision or design challenge through multiple perspectives before committing to action. Use as a synthesis step after scoping, mapping, and dilemma navigation when a group needs a wiser next step.
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 learning task where mixed-age students work together with mutual benefit for all age groups. Use when planning cross-age tutoring, vertical grouping, or multi-year group activities.
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。
Design metacognitive checkpoints that prevent AI-assisted learning from bypassing genuine understanding. Use when students use AI tools and may overestimate their own comprehension.
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。
Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.
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 media deconstruction protocol analysing persuasion, bias, or representation in media texts. Use when teaching students to critically read advertisements, news, or social media content.
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 wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.
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。
Script a multi-turn tutoring dialogue with branching responses for anticipated student difficulties. Use when designing AI tutors, chatbot interactions, or structured one-to-one support scripts.
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 learning progression showing prerequisite-to-mastery steps for a target skill or understanding. Use when sequencing content, designing diagnostics, or mapping prerequisite gaps.
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。
Tags harness-decomposed curriculum items (KUDs, LTs, criteria) with a school's developmental band metadata while preserving source voice and labels. Supply the band schema; the skill derives mapping rules from 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。
Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.
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。
Interpret learning analytics data and translate dashboard findings into actionable teaching decisions. Use when reviewing LMS data, quiz patterns, or engagement metrics.
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 lesson opening that activates prior knowledge and connects previous learning to today's content. Use when planning lesson starters, retrieval openers, or advance organisers.
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 an inquiry sequence anchored in a local ecosystem that embeds science or geography curriculum content. Use when teaching through local living systems like gardens, ponds, or hedgerows.
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。
Scaffold an emergent project from observed children's interests using Reggio-inspired approaches. Use when following children's fascinations into deeper inquiry in early years or primary settings.
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。
Map a complex topic by placing factors on hexagonal tiles where adjacency signals a claimed relationship. Use when students need to surface hidden connections in a system before analysis or action.
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。
Create if-then implementation intentions and WOOP plans for specific student behaviour change goals. Use when students know what to do but struggle to follow through on habits or routines.
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 sequence where students compare AI's handling of the same question across disciplines, developing a mental model of where AI is reliable vs. distorting based on knowledge type.
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。