1. Virtual Classroom Tour - VCT
Partners in Learning Egypt Forum 2016

2. Asmaa Abdelraouf Mohamed Ali
Stop Bullying
Project By:
Asmaa Abdelraouf Mohamed Ali
An English Teacher

3. Educator(s)
Asmaa Abdelraouf Mohamed Ali
An English Teacher. Microsoft Innovative Expert Office 365 trainer.
School
Brief description of school context
Neida Alkadeema Prep School
It’s a small and old school with small and crowded classes
It’s located in Sohag in upper Egypt
School Website
Content/Subject Areas
English Language
Age/Grade level
12-14 years old
Project Objectives
to develop their 4 Cs: Critical Thinking, Communication, Collaboration, and Creativity.
To reduce discipline issues by 80%
To improve language skills listening ,speaking, reading, writing and thinking
To analyze data
To adopt project that includes teachers, students, and parents and having student lead anti-bullying efforts
Name of Project:

4. Design of the Learning Environment
Project Description
Brief description of the project and the background.
What are the stated objectives and learning outcomes? Is the learning activity long-term? Does it call on students to plan their work and assess their work over time?
Please add background information files if needed. See how to embed documents in notes. VCT should be a max of 5MB. Please add additional documents as “supporting sesources” in your Learning Activity.
Design of the Learning Environment
Examples of planning (e.g. pedagogic approach, links to resources used). Please highlight creativity and innovative teaching practices. Emphasize to
what extent the planning for learning facilitates the development of different dimensions of 21st century skills e.g. knowledge building, use of ICT for learning, problem-solving and innovation, self-regulation, collaboration and skilled communication.
To embed a project resource or materials
Have the resource document available. From the Insert menu choose Object.
Select Create from File… and click Browse…. Find the file you want to include and click OK.
Select Display as icon and click Change Icon… and add a suitable caption.
Click OK to add the caption and click OK to embed the file. Use the Action button on the Insert ribbon to activate the object.
Use Hyperlinks to link to websites, audio and video that show . Do not embed video or audio, use links to video hosting sites or your school site.
Open the Word documents by double clicking the icons. Clicking Save in Word will save the changes.
Please ensure that you have the full permission to use any images and video, as this project will be in the public domain.

5. Office online apps to collaborate with each other.
Evidence of Learning
Examples of products and outcomes created by the learners throughout the project – including use of ICT. What sort of ICT is used and how has it been used in the project.
To what extent do students use ICT in ways that support knowledge building, collaboration, or learning beyond the classroom? Does ICT use enable new knowledge-building/collaboration/learning beyond the classroom opportunities that would not have been possible without it? Have digital tools been used in imaginative and ground-breaking ways to support learning processes?
Please add files, videos etc. which documents clearly the learning process and evidence of students’ learning
My students created a very awesome products :
1- brochures
2-Charts
3- Broadcasts
4- songs
5- A play
6- party
7- meetings
8- surveys
9- posters
ICT used:
Using Bing search to surf information.
Bing translator to translate what students and their parents said in Arabic.
Using Forms to create the project survey.
- Using Excel to create charts to analyze data.
Office online apps to collaborate with each other.
Skype for business to communicate with specialists in psychology.
Using Sway to make the school magazine
Office Mix to make videos.
YouTube and face book to share their works with others.

6. My lovely students address the higher order thinking skills;
Knowledge Building & Critical Thinking
Examples of how the learning activities require students to move beyond reproducing what they have learned to building knowledge through interpretation, analysis, synthesis, or evaluation.
Extended Learning Beyond the Classroom
If the learning experience is not bound by classroom walls, time-frame of conventional lessons, subject parameters – please show examples of this.
If the project addresses real world issues (i.e. authentic situation and data from outside the classroom) or has meaningful impact on communities locally and / or globally please show examples of this.
My lovely students address
the higher order thinking skills;
analysis ,evaluation and creativity :
The core of the project is
how to reduce bullying .they worked together and Identified bullying by searching on the web.
they made a survey to collect data.
They discussed and analyzed the data.
they made interviews on line or face to face with their colleagues friends neighbors and their parents .
They meet people via skype for business
they create many products:
surveys ,charts, a play , posters ,song , and broadcast programs.

7. Our Prophet peace be upon him said” Allah’s hand is with group”
Collaboration
Examples of how the students work with other people, sharing responsibility while making substantive decisions for developing a joint product, a design, or an answer to a complex question. Students may be collaborating with their peers in the classroom, or with students or adults outside the classroom
Cutting Edge Use of Technology for Learning
The learning activity involves students’ use of ICT – whether or not the use of ICT helps students build knowledge/collaborate or learn beyond the classroom, and whether or not students could build the same knowledge/ collaborate or learn beyond the classroom in similar ways without using ICT
Our Prophet peace be upon him said” Allah’s hand is
with group”
My students recognized the importance of working together
So they worked in groups:
Group 1: Searchers:
they collected information about the phenomenon of bullying
using Bing search
Group 2: Journalists:
They used the data that have been collected by group( 1)to make surveys; about accepting or rejecting this phenomenon, collected responses and analyzed data. They made magazines and charts using Forms, power point, word and excel.
Group 3: Reporters:
They were responsible of the school broadcast and school journals. The reporters also held meetings with students, parents teachers and famous persons to speak about bullying. They used Skype for business.
Group 4: Photographers:
They took photos of all the activities that have been made by the other groups. They documented all the activities using sway and Office Mix.
Each group set together and distributed roles. They chose a leader, a speaker, a helper, a time keeper and a reporter

8. https://sway.com/zywGgIFu05OyPDqR?ref=Link
Educator as Innovator and Change Agent
In environments where innovative teaching is challenging, have innovative teaching practices and ICT been used in instrumental ways to change how students learn. Does the educator demonstrate evidence of continuous improvement in their professional practice, model lifelong learning and exhibit leadership in their school and professional community by supporting other educator’s development and understanding of the impact on learning of the effective use of digital technologies? .
By the end of this project my student demonstrate evidence of continuous improvement in their professional practice, model lifelong learning and exhibit leadership in their school and professional community by supporting other educator’s development and understanding of the impact on learning of the effective use of digital technologies.
During the project they made a group on face book and masenger to communicate with each other .
They learn how to use many apps which they don’t know before.

9. Thank you Asmaa Abdelraouf