1. خطة توطين التدريب Planning Components of Annual Plan
Designing a Learning Unit Plan
خطة توطين التدريب

2. Ice breaking time.
Design a poster about your plan of the summer vacation you are going to have.

3. Outcomes: Define Planning Identify the different stages of planning
Discuss the components of the competence-based Annual Plan
Discuss the components of the learning units
Discuss the lesson plan
Discussing different types of thinking
Plan a lesson based on a vision of the learning unit
Discuss the difficulties teachers face in writing lesson plans and the suggested solutions

4. Quote by Benjamin Franklin
“ If you fail to plan, you are planning to fail.”
Quote by Benjamin Franklin

5. “It wasn’t raining when Noah (PBUH) built the ark”

6. “The relevant question is not simply what shall we do tomorrow, but rather what shall we do today to get ready for tomorrow?” Peter Drucker

7. Planning
The process of setting goals, developing strategies, and outlining tasks and schedules to accomplish the goals.

8. Task
What are the stages of planning?
(Group discussion)

9. Planning Process: Establish objectives Develop Strategies
Determination of premises
Reviewing the planning process
Determination of alternatives
Implantation of plans
Evaluation of alternatives
Formulation of derivative plans
Selecting a course of action

10. Why do teachers need “planning”?
What
To whom
Why
How

11. Important questions for discussion:
Which are the points of reference in planning?
How can teachers create planning documents?

12. What plans do we attach to our work?

13. Annual Planning
Points of reference fpr the learni: the curriculum, the structure of the school year

14. The importance of annual planning
A macro level planning estimate
Provides a possible structure for the year long journey
Aligns with the curriculum purpose
Establishes a possible map
Allocates time for all learning units
Points of reference fpr the learni: the curriculum, the structure of the school year

15. Points of reference for the annual planning
curriculum
structure of the school year calendar
textbook or workbook
other instructional materials

16. What to be taken into consideration
We make sure we cover all the SC’s and learning content for a school year.
We take into consideration the time assigned to the subject for a certain grade.
We determine a coherent perspective on the journey proposed for students.
We may use the textbook as ONE OF THE resources rather than a unique point of reference for the plan and in teaching and learning.

17. The Annual Plan The English Language Subject

18. Possible headings in an annual plan

22. The Unit Plan
Points of reference fpr the learni: the curriculum, the structure of the school year

23. The learning unit
An open and flexible learning structure, focusing on the management of the teaching and learning which:
Leads to developing specific learning outcomes
Has a common topic (and, in some cases, combines learning content from different domains of the subject or other subjects)
Progresses meaningfully and with continuity over a period of time
Includes formative assessment and ends with a summative test

24. Planning the learning units
How?
With
what?
How much?
Why?
What?
Set formative/ summative assessment
Focus on specific
competences/meet standards
Select learning content
Undertake
learning activities
Analyze resources

25. How to plan the learning units
Determine the specific competences to be acquired
Identify the adequate learning activities.
Select learning activities that are adequate to the needs of the group and having in view the SC
Suggest formative/summative assessment strategies (select those that fit the group’s progress) having in view the CS (curriculum standards) as the intended target.

27. Lesson Planning

30. How to plan your lessons according to competency based approach When using the updated lesson plan teachers should consider the following points:

31. Planning a lesson based on a vision of a LU
What information do I have from the LU?
What student experiences will I develop?
What student experiences are expected?
Important learning activities
The learning evidence students are expected to produce
Type of activity (individual, group etc.)

32. Planning a lesson based on a vision of a LU
Should I add something to the corresponding sequence in the planned LU?
How will I begin and end the lesson in order to ensure a coherent link with previous and next lessons in the LU and to motivate the students for learning?
How can I begin the lesson? (links with what students already know about the topic, arouse their interest for the topic)

33. Planning a lesson based on a vision of a LU
Can I do all the learning activities planned for this sequence be included? What do I select? What do I add?
Can I use all the assessment instruments mentioned in the planning? What do I select? What do I add?
How can I end the lesson in order to make the learning meaningful for my students? (reflection on how they explored the topic and on how they can use the new acquisitions in different contexts)

34. Challenges in Lesson Planning
Difficulties in writing (copying) the competences and standards everyday
Repeating the same competences almost everyday
Little focus on the writing competences

35. Challenges in Lesson Planning
Choosing suitable activities to match the specific competences
Competences are very general and vague for the teachers
Critical thinking activities are still a burden
The wrong usage of assessment tools

36. What criteria should you have to design a task?
Will the activity engage learners' interest?
Is there a primary focus on meaning?
Is there a goal or an outcome?
Is success judged in terms of outcome?
Is completion a priority?
Does the activity relate to real world activities?'

37. task
Choose an activity from the pupil’s book and write a lesson plan.

38. Thinking Time

39. Bloom’s taxonomy of the cognitive domain

40. Logical thinking
A process in which one uses reasoning consistently to come to a conclusion
The ability to understand and to incorporate the rules of basic logical inference in everyday activities
Cause and effect

41. Logical thinking examples
A doctor diagnosing a patient’s illness
An engineer trying to determine why a machine is not working
You have six pairs of black socks and six pairs of white socks in a drawer. In complete darkness, and without looking, what is the least number of socks must you take from the drawer in order to be sure you get a matching pair?
A milkman has two empty jugs: a three gallon jug and a five gallon jug. How can he measure exactly one gallon of milk without wasting any?

42. Logical thinking activities

43. Logical thinking activities

47. Critical thinking
Critical thinking is thinking which involves evaluation and, perhaps, challenge.

48. Critical thinking activities

49. Critical thinking activities

50. Critical thinking activities
1. Who Works Where?
Klare, Lemon, Morton, and Nelson are women
who love their work (dress designer, florist,
gardener, and symphony conductor). From the
clues below, match up each woman’s name with
her kind of work.
1. Klare is violently allergic to most plants.
2. Lemon and the florist are roommates.
3. Lemon likes only rock music.
4. The gardener, the dress designer, and Nelson are strangers.
Chart for Problem 1

51. Creative thinking

52. Creativity
Creativity – a mental process involving the generation of new ideas or concepts, or new associations between existing ideas or concepts

53. Creative thinking
Creative thinking – generating new ideas by combining, changing, or re-applying existing ideas
Creative thinking is directed towards solving a problem in one’s own way. It often
involves imagination and initiative.

54. Creative activities

55. Creative activities

56. Creative activities

57. Creative activities

58. Pay attention: Critical thinking, creativity and the critical/creative process
Both creative and critical thinking involve the use of high order thinking skills
In the creative process one uses:
creative thinking skills (synthesis and imagination) in the preparation and verification phases
critical thinking skills (analysis and evaluation) in the incubation and illumination phases

59. Creative vs critical thinking
Creative thinking
Divergent
Right brain (global, parallel, emotional, subjective)
Synthesis
Critical thinking
Convergent
Left brain (analytic, serial, logical, objective)
Evaluation 59