Competence Dossier 02

Me as a Methodology Expert

~15 min read3 STARR reflections · 5 evidence items

Competence Definition

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Placeholder. The teacher designs coherent sequences of lessons with aligned goals, activities, and assessment, chooses work forms deliberately, and adapts instruction responsively to what learners show.

Development narrative

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Question 1

What knowledge and skills have you gained?

Placeholder. I developed my methodological knowledge of lesson phasing, activating work forms, formative assessment, and classroom use of digital tools.

Question 2

How have you applied them, and how will you continue to?

Placeholder. I applied this by designing lesson series with explicit goal-activity-assessment alignment and by using exit tickets and quick checks to steer pacing.

Question 3

What has this brought you?

Placeholder. My planning shifted from activity-driven to goal-driven; I now choose work forms for a reason I can name.

STARR reflections (3)

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Methodology ExpertReflection 1 of 3

Designing a goal-aligned lesson series

Situation
Placeholder. A block's lessons existed as loose activities without a visible line toward the block goals.
Task
Placeholder. Redesign the block as a coherent series with transparent goals per lesson.
Action
Placeholder. I mapped block goals backwards to lesson goals and opened each lesson by situating it on that map.
Result
Placeholder. Students could state what a lesson was for; missed lessons became easier to repair.
Reflection
Placeholder. Backward design cost preparation time but repaid it in pacing calm. I would template the mapping for future blocks.
Block plan with goal mappingLesson series overview
Methodology ExpertReflection 2 of 3

Activating work forms for vocabulary

Situation
Placeholder. Vocabulary practice through lists produced low retention and lower energy.
Task
Placeholder. Replace list learning with activating work forms that fit a vocational classroom.
Action
Placeholder. I rotated game-based formats — quiz tools, bingo, timed speaking games — each tied to the block's word field.
Result
Placeholder. Retention on block tests improved and students began requesting specific formats.
Reflection
Placeholder. Activation works when the game mechanic rehearses the target skill, not just the fun. I would track retention more systematically next time.
Work form in action (photo)Watch fragment
Methodology ExpertReflection 3 of 3

Formative checks steering instruction

Situation
Placeholder. I noticed too late in a block that part of the class had missed a core concept.
Task
Placeholder. Build formative checkpoints into lessons so misunderstanding surfaces the same day.
Action
Placeholder. I introduced exit tickets and one-minute checks, and reserved the next lesson's opening for repairing what they revealed.
Result
Placeholder. Re-teaching moved from end-of-block repair to next-lesson adjustment; test surprises dropped.
Reflection
Placeholder. The checks only paid off once I actually changed the next lesson based on them. Collecting without acting had no effect.
Exit ticket set and analysisExit ticket examples