1. Virtual Classroom Tour - VCT
Partners in Learning
Qatar 2013

2. Microsoft Partners in Learning Global Education Forum
Project: Savers and wasters
Teacher: Ahmed Shawer – Abdelgelil Shalaly
Country: Qatar
Microsoft Partners in Learning
Global Education Forum
Virtual Classroom Tour (VCT)

3. Name of Project: Savers and wasters
Ahmed Shawer - Abdelgelil Shalaly
Educator(s)
Qatar Banking Studies And Business Administration Independent Secondary School For Boys
School
School Website
Savers and wasters
Content
physics- Environmental Science – ICT
Subject Areas
15- 16
Age/Grade level

4. Students planned all activities and they implemented in four phases:
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.
Project Objectives
Student should be able to : - 1
Locate the gas platforms in Qatar using map 3
Present a research about a power station using natural gas in Qatar 2
Design a model for natural gas platform in Qatar 4
Collect data from home and school in order to use it for designing newsletter about saving electricity to save natural gas
Rubric for project
PROJECT
TIMELINE
The project is sustainable in the long run because acquired knowledge and skills are applicable , This concept of learning has been practiced for 1 months in our school
Students  planned all activities and they implemented in four phases:
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.
The main benefit from the project is the active role of the students to explore the main recourse of economy in Qatar
Investigate
Preparation
Implementation
Products 1 2 3 4

5. 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.
The overall aims and goals of the project is that students should develop and sustain an interest in science and it applications , • have an understanding of scientific methods and the way that science has developed , be proficient in the use of a range of scientific methods and techniques and in handling apparatus , use ICT effectively in the pursuit and communication of science , apply scientific enquiry skills to both familiar and unfamiliar situations and communicate the outcomes of their enquiries in appropriate ways , recognise the importance of saving of gas in the modern world and be aware of the moral, ethical, social and environmental implications .
Teaching requires teaching methods that are varied and experiential. Effective lessons will incorporate an experience in which the students actively participate, followed by a period of consolidation during which the main issues are distilled from the experience. Learning should be facilitated by practical hands-on activities for students.
The project include the scientific enquiry strand, the effective teaching of which will require teaching spaces to be used flexibly to allow a range of different activities, from class-based activities, through group work, to individual work. Teaching rooms must also have access to services such as water, drainage and electricity. The science standards assume that from Grade 12 onwards, teachers will be able to teach in appropriately equipped laboratories.
we make of scientific knowledge, the ethical and moral issues raised by project , and the impact of the applications of project on our environment an integral part of the teaching of science. Project relating to these issues can be found throughout the grades and suggestions for how these issues might be addressed are provided. These poject and examples encourage the study, in active ways, of societal issues at a global level ( save energy) and also at a local level (such as save energy) and also at a local level (such as the conservation of Arabian antelope species and of the local desert habitat, industrial processes found in Qatar The project also encourage discussion of the limitations of project in answering questions and solving problems.
Students Visit Doha power station and develop an ICT display based on the visit. Include in the display any environmental issues and how they are dealt with . Students Make a model of gas platform system and the important of gas for power station
I use Simulations and computer games that help to reinforce students basic knowledge and understanding the project PowerPoint interactive for power station, Calculators, when used to carry out calculations, to allow them to focus on the appropriateness of the procedure and the patterns in the answers rather , The Internet as a source of information , Data logging equipment to record experimental or environmental data over time in a form that can be processed by a computer.
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.

6. Saving energy at home Power station Saving Energy Natural gas In Qatar
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.
Teacher plan the project to prepare student, in the main activity Students watched PowerPoint interactive white board about power station to integrated curriculum standard with project .
Teachers help improve students’ performance through continuous feedback & follow-up , different groups of students work together to exchange information and feedback ,
Saving energy at home
Light
bubls
Power
station
Saving
Energy
Natural gas
In Qatar
student discuss the content of the presentation and work together to collect information, sort data from a field study about gas in Qatar , represent the data using graphs & design model of platform and location of gas in Qatar following a visited Qatar gas company .
Measuring
efficiency
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.
Saver and waster

7. 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
Learning methods were applied based on information and communications technology in all starter activity to encourage students and improve their learning and enable students to learn multi-mediated collaborative activities . All tools used to build this concept are mainly Microsoft Technologies.
Microsoft Word
Organize the research
Microsoft Power Point
Present the work of students
Microsoft Excel
Prepare interactive worksheets and assessment sheets
Microsoft Publisher
Design an advertisement
Design brochures
Internet Explorer
Search for various resources, such as webpages, pictures, and videos
Skydive
Share documents
YouTube
Show the work to an international audience
Hotmail
Communicate with group and
Share updates
Present the products of the students
Photosynth
Photosynth
Movie Maker
Create videos to present ideas in an interactive way
Facebook
Communicate with community
Website
Diseng a blog for project
Cell phone
Use as (SMS), discussions (Whatsapp group)

8. 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.
By applying the correct understanding of the curriculum standards have been planning and designing learning experiences challenging Encourages students to think creatively and solve problems. learning experiences focused on addressing important ideas and concepts that will help in the development of the students' understanding of themselves and the world around them.
For example , Students Survey about them own electrical consumption at home from their daily life related to the project , Students will be read the electric meter weekly
1- with using devices normal
2- Using devices which save electricity
students have used the ICT´s in a free and creatively way to enrich their knowledgement about electrical consumption at home , they were able to discuss their individual work and after their works will compare between one and two for all students .
The project include the scientific enquiry strand, the effective teaching of which will require teaching spaces to be used flexibly to allow a range of different activities, from class-based activities, through group work, to individual work. Teaching rooms must also have access to services such as water, drainage and electricity. The science standards assume that from Grade 12 onwards, teachers will be able to teach in appropriately equipped laboratories.
we make of scientific knowledge, the ethical and moral issues raised by project , and the impact of the applications of project on our environment an integral part of the teaching of science. Project relating to these issues can be found throughout the grades and suggestions for how these issues might be addressed are provided. These poject and examples encourage the study, in active ways, of societal issues at a global level ( save energy) and also at a local level (such as save energy) and also at a local level (such as the conservation of Arabian antelope species and of the local desert habitat, industrial processes found in Qatar The project also encourage discussion of the limitations of project in answering questions and solving problems.
Buy products that can be used repeatedly. If you buy things that can be reused rather than disposable items that are used once and thrown away, you will save natural resources. You'll also save the energy used to make them and reduce the amount of landfill space needed to contain the waste.
Goods being produced and less energy being used in the manufacturing process. Buying goods with less packaging also reduces the amount of waste generated and the amount of energy used.
The project require the Students to combine new information with what they already knew about electrical consumption at home , report writing and using digital tools, to generate ideas and understandings that are new to them.
The combination of environment-based field-work, observation periods, discussion, and research activities provide the Students with a wide range of data to analyse and synthesize in the construction of new knowledge.
linked to the situations of life outside school and focus on the issues and problems and issues of interest to the community at the local, national and global (environmental conservation). Through putting the students in situation of hypotheses and testing it using the applications of information technology

9. 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
The school supports the importance of team and collaborative work. Lesson plan and activity were invested in stimulating students to take responsibility for the benefit of all. That eases the burden on the individual in order to achieve the value of preservation of the environment and rooting this value in the hearts and minds of students, as the reflection in the target value and practical applications on the ground, as well as to handle and practice this value at the required level .
Students collaborate with each other to design a model of natural gas platform in Qatar .
Students work in teams, becoming experts with the technology and the scientific process as the combination of work is compiled to make the final stage of a report or presentation. Working together promotes team work and develops confidence.
Students worked in groups through all phases of the project, from the field work and data gathering, through the writing and on to the publishing and feedback phases. This process included the sharing of resources and learning within their own group and other groups, giving feedback to others when requested, seeking assistance from the teacher or external experts when necessary .
Students prepared presentation to give other pupils an idea of the work we were doing and what we learned and present the project made in an open house in front of experts from Gas industry.
For example
students to collect information about Doha and other power stations using the Internet and other resources.
I Divide the class into groups and I ask each group to focus on one or two of the following points:
• the system for using gas turbines to drive generators;
• the source of the gas, and how it reaches the power station;
• any waste products from the gas combustion, and how they are dealt with;
• the need to cool the machinery and how this is achieved;
• the siting of transmission cables and transformers close to the power station.
After they have collected their information, I ask students to work in pairs or small groups to produce their posters or PowerPoint presentations.
Ideally, these should be presented to an audience of students studying other subjects.

10. 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
Information and communications technology (ICT) is a powerful tool in science and in learning science. Used appropriately, it helps students to develop better knowledge and skills and to make a successful transition to the world beyond school.
ICT does not replace the need for all students to master a range of mathematical and practical techniques in science, but it opens up exciting possibilities for learning and sets further challenges for the acquisition of the necessary expertise to apply the technology in scientific contexts.
students to use ICT are highlighted in the margin notes in the science standards. The focus is on using the technology for learning science, not as an end in itself. For example:
Spreadsheets and databases allow students to enter data, compile statistics and produce a range of graphs, charts and tables. The students can decide on the most appropriate way to display the data and can readily make and test hypotheses about the impact of a change in the data set.
•The Internet can be used as a source of relevant data. It also allows students to exchange ideas and test hypotheses with a far wider audience.
• Independent learning systems, which tutor students and provide instruction and self-assessment, help to reinforce students’ knowledge.
• Datalogging and the use of electronic sensors can enhance experimental practical work, provide ways of processing data and help mirror the techniques used in real industrial applications of science. They also extend sensory perception, allowing the recording of events not otherwise easily detected.
Students have worked together to produce Newsletters , Brochures and podcast . The class works with groups by using ICT application
Additionally, students shared research, debated positions on issues, organized coverage of events to either provide a variety of perspectives
I put all evidence of project in blog where parents will have opportunity to see their student’s works. This makes students more responsible in their learning process. The blog is an environment for good cooperation between the teachers too. Here we communicate with each other and discuss different educational problems, I put a lot of posts there . Buy only what you need. Purchasing fewer goods means less to throw away. It also results in fewer
All the findings, from research and field study, were gathered by students and uploaded on internet as a website created over the net , Students also created a Facebook page “saving gas in Qatar ” to interact with other students and people outside their school.

11. 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?
teachers implement learning, teaching and assessment strategies to maximise student learning opportunities , develop new ways of working in collaboration with other teachers , integrate new techniques and technologies into their practice , audit their practice against professional standards and develop a professional learning plan based on individual needs , engage in professional conversations about teaching and learning , plan, assess and moderate student work collaboratively , work together in planning, implementing and evaluating school initiatives.
Educator access online information on Curriculum Standards and project; on the further education, personal, work, lifestyle and career options available for young people; and services related to student learning and personal development , access online information on trends and developments in teaching and learning strategies and resources , supportive and intellectually challenging learning environments and related to the use of ICT in teaching, learning and assessment relevant to the particular teaching/subject area , access online information and apply tools in the planning, implementation, monitoring and review of individual and team tasks and identify and research business and community organisations for the establishment of appropriate partnerships and to promote the school’s goals and achievements .
Educator engage in ongoing professional learning throughout their project , pursue ongoing professional learning in all aspects of their work , critically reflect on their practice and achievements , contribute to the professional learning of colleagues by sharing their expertise , seek school-based and system support to identify learning needs and develop personal professional learning programs
Professional development is given to the process whereby teachers and leaders have access to continuing educational opportunities. It includes all training and professional learning opportunities, formal and informal, individual and shared, that provide opportunities for professional discussion, interaction, practice and reflection. Professional learning contribute to professional growth and improved student outcomes in School . Professional development activities and opportunities for leaders should be used to:
ensure effective leadership of curriculum
provide a strong foundation for leadership in pedagogy and assessment
provide more knowledge and skills in leading teaching and learning processes
provide more knowledge and skills in the implementation of school policies and procedures
contribute to measurable improvement in student achievement
facilitate the intellectual engagement of leaders and teachers with new ideas and resources
enhance abilities in professional collaboration and relationship-building across the school community
model practices that encourage leaders and teachers to be innovative and improve their practice.