Basic training Day One 5 th, July 2010.  Come on time الحضور في الوقت  Mobiles silent الجوال على الصامت  Respect each other العمل على أساس الاحترام.

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Presentation transcript:

Basic training Day One 5 th, July 2010

 Come on time الحضور في الوقت  Mobiles silent الجوال على الصامت  Respect each other العمل على أساس الاحترام المتبادل  Questions after each session. الاسئلة بعد الانتهاء من الفقرة

“To improve learning through improving the quality of teaching” إصلاح التعليم يتم من خلال تحسين جودة التعليم 6

 Curriculum standards are the academic goals and expectations for what students should be taught and learn in each grade معايير المناهج هى أهداف أكاديمية عما ينبغي للطالب أن يتعلمه في كل مرحلة  The curriculum is the whole teaching programme – all the subjects and activities that students experience in timetabled time, in after-school clubs, on visits,... المنهاج هو كل برنامج التعلم وكذلك الموضوعات والأنشطة التي يمارسها الطالب داخل أو خارج المدرسة  The curriculum is not a set of textbooks – textbooks are just one of the many resources that can support the curriculum المنهاج ليس مجرد كتاب ، فالكتاب أحد المصادر التي تدعم المنهاج 7

Curriculum Standards are the academic goals and expectations for what students should be taught and learn in each grade معايير المناهج هى الأهداف الأكاديمية والتوقعات لما ينبغي للطالب أن يدرسه ويتعلمه في كل مرحلة 8

 To set clear expectations for teaching and learning aligned with international standards لوضع تصورات واضحة لعمية التعليم والتعلم بما يتناسب مع المعايير الدولية  To illustrate the pace of work and progression across the grades needed to achieve high levels of performance لتحديد معدل العمل والتقدم خلال المراحل للوصول إلى مستويات مرتفعة من الأداء  To provide a framework for developing new tests and assessments to measure and promote achievement لوضع إطار عمل لتطوير تقييمات جديدة لقياس وتعزيز تحقيق الأهداف  To drive the development of study programmes and the selection of resources for teaching and learning لتوجيه التطوير لدراسة البرامج والمصادر المختارة لعملية التعليم والتعلم  To make recommendations about teaching time to guide curriculum design and planning لعمل توصيات حول وقت التعليم وذلك لتوجيه عملية تخطيط وتصميم المنهاج 9

 they provide a framework but not a curriculum: schools will need to devise own curriculum by translating the standards into teaching programmes and lesson plans المعايير تضع إطار العمل وليس المنهاج  schools can group and sequence standards for each grade in different ways with differing priorities - there is no specified way of working through them يمكن للمدارس أن ترتب وتجمع المعايير بطرق مختلفة بما يتناسب مع أولوياتها  there are no prescribed teaching methods ليس هناك تصور مسبق لطرق التدريس  there are no prescribed textbooks ليس هناك تصور مسبق للكتب الدراسية 10

11

Instructional  تلقيني Knowledge comes in linear “chunks” to be delivered المعرفة خطية في اتجاه واحد Knowing the right answers يتعرف على الحل مباشرة 12 Learner Centered مركزية المتعلم Knowledge is constructed and created المعرفة تُبنى Knowing how to behave when the right answer is not apparent يعرف كيف يتصرف في حالة عدم وضوح الحل

 Are authentic موثوقة  Have set learning goals لها أهداف تعليمية  Use a theme or inquiry approach تستخدم مفاهيم استقصائية  Are collaborative تعاونية  Are individualized (interest, curriculum level) فردية ( شيقة – مستوى منهاج معين ) 13

 Student engagement with learning ارتباط الطالب بعملية التعلم  Knowledge, skills and values المعرفة والمهارات والقيم  Governance and management الإدارة والتحكم 14

 Need to be explicitly planned for, taught and assessed. يتم تخطيطها بوضوح من أجل أن تدرس وتقيم  Provide a framework for designing the curriculum. توفر إطار عمل لتصميم المنهاج  Must be put into a context where students can understand what is being learnt and apply that knowledge to everyday tasks and problems. يتم وضعها في سياق بحيث يفهم الطالب ما يتعلمه ويكون قادراً على تطبيق المعرفة في المهام والمسائل اليومية 15

 You cannot adopt the curriculum standards and student centered learning without also changing: يمكن أن تعمل على المعايير ومركزية الطالب في التعلم بدون أيضاً تغيير.. ◦ Your behaviour سلوكك ◦ Student behaviour سلوك الطالب ◦ Ways of communicating with peers, managers, students and their parents. طريقة التواصل مع الأقران ◦ Working with your colleagues as a team العمل مع الزملاء كفريق ◦ Taking risks practically and intellectually التعامل مع المخاطر بطريقة عملية ومنطقية ◦ Reviewing and evaluating what you do through reflection مراجعة وتقييم عملك من خلال عملية التأمل 16

“To improve learning through improving the quality of teaching” 17

18 The Treasures In the Curriculum Standards البحث عن الكنوز في معايير المناهج

As we do the Treasure Hunt through Standards, 1. A Master Trainer will write the important words or phrases in the Left Column. You will write them on your paper. 2. At the end of the game in the right column, you will write a couple of sentences to summarize what you learned.

1. Distribute copies of the “Curriculum Standards for the State of Qatar 2. Distribute copies of the 2- Column Note Taking Sheet.

The Rules 1. You must work as a team. 2. You must agree on the answer. 3. One team member must stand when the team has the answer. 4. One point for each right answer.

How many sections are here? ما عدد الاقسام في هذه الصفحة؟ Contents Page صفحة المحتويات

The Curriculum Standards are the “Heart” of _______. معايير المناهج هي حجر الزاوية من Foreword تمهيد

Introduction مقدمة The Standards are goals for ____________________ المعايير هي الاهداف التي

Key Performance Standards معايير الاداء الرئيسية 1. What are they? ما هي المعايير الرئيسية؟ 2. How do I identify them quickly? كيف تميزهم؟

The “aims” of the Standards اهداف المعايير هي : 1-What ______________ should learn. ما يجب على تعلمه 2-Emphasize ____________________. يركز على

Use of Standards استخدام المعايير How should your school use the Standards? كيف يمكن ان تستخدم المعايير في المدرسة؟

Teaching Time How much time will it take to teach the Standards? ما هو الزمن المخصص لتدريس المعايير؟

Strands افرع العلوم What are the strands in the science standards? ما هي افرع العلوم في معايير العلوم؟

Relationships العلاقة بين افرع العلوم How are the content strands related? كيف ترتبط محتوات الافرع المختلفة؟

Assessment التقييم What are the 3 assessment objectives? ما هى الاهداف الثلاثة للتقييم؟

More on Assessment On what pages can I find out more about how to assess the 3? ما هي الصفحات التي يمكن فيها ايجاد معلومات اضافية عن تطبيق التقييم؟

More on Strands On what pages can I find out more about the strands? ما هي الصفحات التي يمكن فيها ايجاد معلومات اضافية عن افرع العلوم؟

Language & Science On what pages can I learn more about communicating science? ما هي الصفحات التي يمكن فيها ايجاد معلومات اضافية عن استخدام اللغات في المعايير؟

Distribute copies of the grade level standards. 3 levels per group

Name the Standards اذكر اسم المعيار In each grade level, which Standards address electricity? في كل مستوى ، ما هي المعايير التي تتحدث عن الكهرباء؟

In each grade level, which Standards address space? في كل مستوى ، ما هي المعايير التي تتحدث عن الفضاء؟ Name the Standards اذكر اسم المعيار

How can we check the spiral teaching of science content quickly? كيف يمكن من التحقق سريعا من تعاقب المعايير؟

Distribute the Scope and Sequence Charts

How does this make it easier to follow the spiral teaching of science content? هل هذه الطريقة اسهل لمعرفة تعاقب محتويات العلوم؟

Exploring the Schemes of Work Cooperative Learning: Corners

Schemes of Work 1. Count off by All 1s go to Corner number All 2s go to Corner number All 3s go to Corner number All 4s go to Corner number Examine the section(s) of the SoW listed. 7. Write the most important things to remember in that section and why they are important.