What is “Connect-Extend-Challenge” and what does it mean? In my opinion, it is a way to improve learning by analyzing the process or “how we learn”. It is also helpful for planning to ensure that for any given topic, all three steps are included. It is a useful method for both teaching and self-assessment and I will use it to assess my own learning and teaching. I thought that all my tasks had to be done and that checking the books was important. Now I think some tasks are more important than others and need to be prioritized while some tasks don't really need to be done. Charles Hummel's “tyranny of urgency” framework connects the importance of a task to the urgency of accomplishing it. create a diagram (shown below). Tasks are assigned to a quadrant in order to prioritize them.ceab11a093dd11e3958c77e5fe309eab.JPGThe first quadrant is labeled "important but not urgent" and most teaching tasks should fall here, these are the things we consider important. For me, it’s planning and preparation. Time spent planning and thinking clearly is never wasted and no activity can contribute effectively to learning without the appropriate materials prepared in advance. The second quadrant is labeled "important and urgent" and many tasks fall here that they shouldn't. For me, these tasks involve brainstorming new activities and assessing students as they learn in class. It's important to be able to think about activities "on the go" and use new ways to demonstrate and put my ideas into practice, especially in my position as an ESL teacher of students in the primary school in Bangkok, Thailand. The third quadrant is titled "urgent but not important" and the tasks that fall here are generally unavoidable...... middle of document ...... the "tyranny of the urgent" framework relates the importance of a task in relation to the urgency of accomplishing it. to create a diagram (shown below). Tasks are assigned to a quadrant in order to prioritize them. “In 40% of studies, feedback had a negative effect on performance. » (Kluger and DeNisi, 1996) Assessment is counterproductive when it consists of “grade only” or “grade and comment”. (Black and Wiliam, 2009) Formative assessment is “the process used by teachers and students to recognize and respond to student learning in order to improve that learning, during learning”. (Cowie and Bell, 1999) “We learn when we teach because we repeat our ideas and improve. » (Bruner) “Each function in the child's cultural development appears twice: first, at the social level, and then, at the individual level; first between people, then inside the child. (Vygotsky, 1978).