Tuesday, May 6, 2025

In Your Name

 In Your Name

In Your name, I whisper low,
I am afraid, the dark does grow.
But I should not, I must be brave,
You are near — my soul to save.

This part now, it shakes my chest,
Hold me tight, grant me rest.
I don’t like this shadowed space,
The negativity, this silent chase.

It hurts a lot, it cuts so deep,
Even in dreams, I lose my sleep.
In Your name, I seek the light,
That I may stand and choose the right.

I hope I have the strength to stand,
Though storms may rise and cloud the land.
You are the greatest, strong and wise,
Please stay near, beneath these skies.

I hope You’re by my side right now,
To clear the sweat upon my brow.
I know the answer, still I wait,
Silent lips — I close the gate.

Not in pride, nor loud display,
But in sharing, soft I pray.
His story told, with voice so still,
Gives us strength, renews the will.

No need to speak, no need to say,
Don’t comment — just let silence stay.
Not being negative, not today,
Not thinking dark, just kneel and pray.

It takes more time — a slow repair,
This journey long, this cross I bear.
This is not finished, not the end,
Still more corners I must bend.

It seems I need more time to cope,
But in Your name, I cling to hope.
I hope I am strong enough, at last,
To brave the future, leave the past.

Hope He gives me strength to rise,
To see with clear and faithful eyes.
And in this pause — the intermezzo —
We lift our hearts, discuss You so.

The purpose of reflective thinking

 

The purpose of reflective thinking is to critically analyze one's experiences, actions, and decisions in order to learn from them and improve future practice. It helps individuals:

  1. Deepen understanding – By examining what happened and why, people can gain insights that go beyond surface-level observations.

  2. Improve decision-making – Reflecting on past choices can lead to better, more informed decisions in the future.

  3. Foster personal and professional growth – Reflection encourages self-awareness, helping individuals recognize strengths and areas for improvement.

  4. Connect theory to practice – Especially in educational and professional contexts, reflective thinking bridges the gap between academic learning and real-world application.

  5. Encourage continuous learning – It promotes a mindset of ongoing development rather than static knowledge.

6 mei 25 selasa

 



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Monday, May 5, 2025

langkah-langkah untuk mengajar EFL (English as a Foreign Language) dengan teknik scaffolding

 Berikut adalah langkah-langkah untuk mengajar EFL (English as a Foreign Language) dengan teknik scaffolding secara efektif:


1. Identifikasi Kebutuhan dan Level Siswa

  • Lakukan diagnosis awal untuk mengetahui kemampuan bahasa Inggris siswa.

  • Tentukan zona perkembangan proksimal (ZPD) siswa: apa yang bisa mereka lakukan dengan bantuan.


2. Tentukan Tujuan Pembelajaran yang Jelas

  • Rumuskan tujuan spesifik untuk keterampilan bahasa (listening, speaking, reading, writing).

  • Sesuaikan dengan kemampuan dan tantangan yang realistis bagi siswa.


3. Beri Contoh (Modeling)

  • Guru memberikan contoh konkret atau demonstrasi tugas.

  • Gunakan think-aloud (berpikir dengan suara keras) untuk menunjukkan proses berpikir saat menyelesaikan tugas.


4. Beri Dukungan Bertahap (Guided Practice)

  • Bantu siswa dengan pertanyaan pemandu, visual aid, sentence starters, atau kosakata kunci.

  • Latihan dilakukan secara berkelompok atau berpasangan agar siswa saling mendukung.


5. Ciptakan Interaksi Bermakna

  • Gunakan diskusi berstruktur, role play, atau task-based activities untuk melibatkan siswa aktif menggunakan bahasa.

  • Berikan umpan balik langsung dan membangun.


6. Kurangi Dukungan Secara Bertahap (Fading)

  • Secara bertahap kurangi bantuan seiring siswa menjadi lebih mandiri.

  • Arahkan siswa untuk mengoreksi diri sendiri atau saling memberi masukan.


7. Evaluasi dan Refleksi

  • Evaluasi hasil pembelajaran secara formatif dan sumatif.

  • Ajak siswa untuk merefleksikan kemajuan dan proses belajar mereka.


Contoh Praktik Scaffolding:

AktivitasDukungan AwalMandiri
Menulis paragrafGuru memberi kerangka paragraf dan contoh kalimatSiswa menulis paragraf sendiri berdasarkan topik baru
SpeakingRole play dengan dialog tertulisRole play bebas tanpa teks

IBL (Inquiry-Based Learning) in EFL (English as a Foreign Language) classes

 IBL (Inquiry-Based Learning) in EFL (English as a Foreign Language) classes is beneficial for several reasons:

1. Promotes Active Learning

  • IBL encourages students to ask questions, explore topics, and discover answers themselves, which helps them engage more deeply with the English language rather than passively receiving information.

2. Improves Communication Skills

  • Students must communicate ideas, ask questions, and collaborate with peers—boosting their speaking, listening, reading, and writing skills in real contexts.

3. Encourages Critical Thinking

  • Learners are challenged to analyze, synthesize, and evaluate information, which aligns with higher-order thinking skills necessary for language mastery.

4. Contextual and Meaningful Language Use

  • IBL often involves real-world problems or scenarios, providing meaningful contexts for language use, which helps with vocabulary retention and fluency.

5. Supports Student Autonomy

  • Students take ownership of their learning process, increasing motivation and responsibility in learning English.

6. Aligns with 21st-Century Skills

  • Encourages collaboration, problem-solving, and digital literacy—skills essential for learners in the modern world, especially in multilingual and multicultural environments.

​The Taiwan Assessment and Evaluation Association (TWAEA)

 ​The Taiwan Assessment and Evaluation Association (TWAEA) is a prominent non-profit organization in Taiwan, established in 2003, dedicated to the development and promotion of evaluation knowledge and techniques. It serves as a professional evaluation agency recognized by the Ministry of Education (MoE) and has been actively involved in quality assurance for higher education institutions, both domestically and internationally.​apqn.org+1onesqa.or.th+1tirc.twaea.org.tw+3TWAEA大專校院品保系統+3onesqa.or.th+3


1. Missions of TWAEA

TWAEA's core missions encompass:​

  • Promoting evaluation knowledge and techniques.

  • Engaging in research and development of evaluation methodologies.

  • Providing evaluation services and consultations.

  • Conducting evaluations commissioned by various organizations.

  • Hosting academic conferences and symposia on evaluation topics.

  • Assisting organizations in implementing evaluation projects.

  • Engaging in other evaluation-related affairs. ​TWAEA大專校院品保系統+2apqn.org+2onesqa.or.th+2


2. Service Scopes

TWAEA offers a comprehensive range of services, including:​


3. Board Members

TWAEA's organizational structure includes:​

  • Chairman: Dr. Chi-Yeh Yung

  • Assistant Project Manager: Ms. Patty Tsai

  • Secretariat: Led by the Secretary-General, overseeing full-time staff across various divisions, including Business, Projects, International Affairs, and Administration and Accounting. ​apqn.org

The association's board comprises directors and supervisors from diverse fields, including academia, government agencies, and the business sector, ensuring a multidisciplinary approach to evaluation.​


4. Evaluation Processes for Higher Education Institutions

TWAEA's evaluation process is designed to be transparent and systematic, typically involving:​

  1. Self-Evaluation: Institutions conduct internal assessments to identify strengths and areas for improvement.

  2. On-Site Visits: TWAEA organizes visits by expert panels to validate self-evaluation reports and engage with institutional stakeholders.

  3. Public Reporting: Evaluation results are published online, promoting transparency and accountability.

  4. Follow-Up Measures: Institutions are encouraged to implement improvement plans based on evaluation outcomes. ​

TWAEA ensures the independence of its evaluations, with judgments and recommendations not subject to alteration by third parties. ​apqn.org


5. Major Contents and Criteria of Program Evaluation for Higher Education Institutions

TWAEA's program evaluations focus on several key aspects:​

  • Educational Goals and Characteristics: Assessing the clarity and distinctiveness of program objectives.

  • Curriculum Planning and Execution: Evaluating the design and implementation of curricula to meet educational goals.

  • Faculty Quality and Teaching Effectiveness: Reviewing faculty qualifications, teaching methods, and student outcomes.

  • Learning Resources and Support Measures: Examining the availability and effectiveness of learning materials and student support services.

  • Administrative Organization and Self-Improvement Mechanisms: Analyzing the efficiency of administrative structures and commitment to continuous improvement. ​tirc.twaea.org.tw

The evaluation process includes expert consultation, document review, improvement adjustments, and on-site visits, aiming to assist institutions in establishing quality improvement mechanisms and strengthening their unique characteristics. ​TWAEA大專校院品保系統


TWAEA's commitment to quality assurance in higher education is further evidenced by its active participation in international networks, such as the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) and the Asia Pacific Quality Network (APQN). Notably, in August 2024, TWAEA became the first organization worldwide to earn INQAAHE ISG certification, highlighting its outstanding contributions to international higher education quality assurance. ​TWAEA國際領航平台

For more detailed information, you can visit TWAEA's official website: https://www.twaea.org.tw.

5 mei 25 senen

 




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