Module: Importance of Teacher Development<br />Workshop title: Ten years experience or one year experienced ten times<br /...
Teachers should be able to identify areas of possible change and development where they may feel discontent or inadequate<...
Modeling how to use the skill or strategy
Working directly with students as they use the skill or strategy offering assistance as needed
Having the students apply the skill independently</li></ul>Vocabulary:<br />Students  benefit from direct instruction in v...
Importance of teacher_development
Importance of teacher_development
Importance of teacher_development
Importance of teacher_development
Importance of teacher_development
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Importance of teacher_development

  1. 1. Module: Importance of Teacher Development<br />Workshop title: Ten years experience or one year experienced ten times<br />Learning outcomes: <br /><ul><li>Teachers should become more self-aware as professionals and take a constructive and critical view of their own teaching, the teaching of others and of methodological recommendations they come across
  2. 2. Teachers should be able to identify areas of possible change and development where they may feel discontent or inadequate</li></ul>Time: 2 hours<br />HO <br />Hand the following questionnaire to teachers and let them reflect and work it through individually for 20 minutes. <br />1. Am I satisfied with the way that I am teaching at the moment? If not what aspects of my teaching cause this dissatisfaction?<br />2. Am I happy with the materials I use with my learners? If not what is it about these materials that cause these feelings?<br />3. Are my learners happy with what they do and the way I teach? If not what are the reasons for this dissatisfaction?<br />Now put them into groups and let them share their answers for 20 mnts and then fill out the following table ( one table per group)on flipchart<br />Problems I can solve myselfProblems I need help with Why/How<br />Display the answers and discuss – 20 minutes<br />Put the statement “ Ten years experience or one year experience ten times” on the board and let teachers give their opinion of what they think of it. 20 minutes<br />HO<br />Give the following handout and read through with them clarifying where necessary. 20minutes<br />Why professional development for teachers?<br />The main aim of the professional development program is to help you become self aware as teachers and to enable you to take a constructive and critical view o your own teaching, the teaching of others and of methodological recommendations you come across. It will help you reflect on your own experience and reflect on it. It will help you to identify your own strengths and build on them. It will also help you to come to terms with areas you are not very comfortable with. In certain cases it will challenge you to take action in these areas. When you get the views of other teachers you will feel more confident that you are not alone in what you do. It will help you identify areas for possible change and development where you may feel discontent or inadequate.<br />The program will also help you sharpen your skills and awareness of Arabic language teaching such as grammar, phonology and vocabulary. Most of you will discover something new about language teaching and other issues and will perhaps adopt a positive attitude towards it.<br />A lot of teachers have hidden guilt that they are doing something wrong or that they should be doing something they are not doing, that there is something new that they don’t know about and should be incorporating.<br />It is hoped that the program will supplement your valuable experience and enable you to evaluate your experiences and beliefs from a number of different perspectives and broaden your range of options for your further development as a teacher.<br />To Do 20 minutes<br />Put the following table on the board and let teachers come and fill it out at random:<br />In the professional development workshops I …..<br />would like would not likeexpecthope<br />Module: Importance of Teacher Development<br />Workshop title: The mission and vision of Madares Al Ghad<br />Learning outcomes: <br /><ul><li>Teachers should become aware of the vision and mission of Madares al Ghad in order to actively support its objectives</li></ul>Time: 30 minutes<br />Elicit from teachers what they think is the main objective of Madares Al Ghad. Put it on the the flip chart.<br />Give the following handout and read through with them.<br />HO<br />MADARES AL GHAD PROGRAM<br />                                     <br />                                      VISION FOR MADARES AL GHAD<br />The Madares Al Ghad program in the United Arab Emirates will become the world-class model in the Middle East for creating a Knowledge Society through public education. Including children of all abilities and interests, the Madares Al Ghad program will produce graduates who are proficient in both Arabic and English, knowledgeable about their rich heritage and culture, skilled in the use of information and communication technology, well-grounded in mathematics and science and prepared for direct entry into higher education institutions world-wide, satisfying careers, parenthood and productive citizenship in a global society.<br />                                                    MISSION STATEMENT<br />Through use of international and local best practices in educational methods and techniques, professional development of teachers and administrators, and innovative curricula that combine international best practices with regional sensitivity and cultural norms, the Ministry of Education and the Ministry of Higher Education are developing a public school system that progressively increases the involvement of Emirati teachers and administrators in the education of their nation’s children.<br />Teachers will engage students in a student-centered, active learning environment which encourages development of students’ creativity, motivation and confidence as independent learners while simultaneously promoting teacher innovation in the learning environment.  Ambitious, but achievable, learning outcomes and assessment standards will be developed for the Elementary (Cycle 1, Grades 1-5), Intermediate (Cycle 2, Grades 6-9) and Secondary (Cycle 3, Grades 10-12) schools and for each subject in each grade level; progress toward achieving the outcomes will be monitored through a system-wide assessment and feedback process administered locally. <br />The reform of the schools will feature new curricula which will provide students with a comprehensive education involving bilingual language development (Arabic and English), the arts, including the visual and performing arts and music; business, leadership and entrepreneurship; history and culture; career education; humanities; mathematics; the natural and social sciences; health and physical education; and voluntarism and service learning: all set in a global context. <br />The school reform program will incorporate advanced information technology to enhance student learning and to develop efficient and effective management and records systems.  Facilities must be up-graded to provide the wholesome student-centered learning environment which is required to meet international standards and to create a Knowledge Society.<br />Module: Importance of Teacher Development<br />Workshop title: What’s new in the Arabic Program<br />Learning outcomes: <br /><ul><li>Teachers should understand the changes made to the Arabic curriculum to adapt to the new way of teaching</li></ul>Time: 2 hours<br />Put teachers in groups and elicit from them what they think has changed in the Arabic curriculum last year. Put it on flip chart and discuss – 30 mintues<br />Elicit from teachers what they understand by, “ Standards – based curriculum” and how it changes the way they teach – 15 minutes<br />Display the power point and explain there will be an entire workshop devoted to standards-based education. This is one of the major changes.<br />PP<br />Moving into standards-based education. MAG Arabic standards are based on international language teaching standards.<br />Standards- based education is driven by the setting of academic standards for what students should know and be able to do. These standards can be used to guide all other system components. The standards –based movement calls for clear, measurable standards for all school students. It measures each student against the concrete standard, instead of measuring how well the student performed compared to others. Curriculum, assessments, and professional development are aligned to standards.<br />Then talk to them about the second change – use the power point. Ask them to compare how the previous syllabus was organized with the way the new one is organized – 15 minutes<br />PP<br /> Using a thematic syllabus.<br />What is a topical or content-based syllabus?<br />One that is organized around themes, or topics. With this kind of syllabus, content rather than grammar, functions,or situations is the starting point in syllabus design. It is the framework for linking various syllabus strands together. Here content provides the vehicle for the presentation of the language and provides continuity across skill areas.<br />Finding the differences– 30 mintues<br />Put teachers in three groups – Reading,Writing, Speaking and Listening. Give them the following handouts and get them to discuss how the teaching of each skill has changed .<br />HO ( Reading)<br />How is Reading taught?<br />Learning to read: <br />Research shows that explicit , systematic phonics instruction can help children read more effectively. In phonics instruction letter-sound correspondences are taught sequentially and cumulatively and are then applied. The individual sounds represented by letters are blended to form words and those words appear in a decodable text. At grade 2 more complex letter patterns are introduced and practiced. This type of instruction allows students to build continually on what they learn.<br />Besides learning to decode the students are taught sight words or high frequency words. These are words which the students can recognize as a whole without having to decode.<br />Comprehension: <br />Explicit teaching of comprehension skills.<br />Research shows that comprehension skills are necessary for student success and they do not develop automatically in all students . Without explicit instruction and guidance, many readers fail to acquire the automatic use of these skills and strategies. Direct instruction consists of:<br /><ul><li>Explaining what the skill or strategy is and how it helps comprehension
  3. 3. Modeling how to use the skill or strategy
  4. 4. Working directly with students as they use the skill or strategy offering assistance as needed
  5. 5. Having the students apply the skill independently</li></ul>Vocabulary:<br />Students benefit from direct instruction in vocabulary strategies.<br />The more words students acquire the better chance they will have for success in reading , writing and spelling. Students acquire vocabulary knowledge through extensive reading in a variety of texts.<br />Research shows that students need to encounter a word several times before it is known well enough to facilitate comprehension. After being introduced to new words, students need oppurtunities to see the words again in their reading and develop their own use of the word in a variety of different contexts both inside and outside the classroom. <br />How I was taught readingHow I used to teach readingHow I will teach reading<br />HO ( Writing)<br />How is Writing taught?<br />In grades one and two students should be able to transfer their developing reading skills to writing conventions by using their knowledge of word structure and phonics to spell new words. <br />Many students do not realize that most stories and articles are not written in one setting. Good writers plan, revise, and rewrite during the process of writing. The teachers’ modeling of effective prewriting, drafting, revising, proofreading and publishing techniques should build upon this understanding.<br />Students are taught that, whatever the form of their writing, they must determine a clear focus, organize their ideas, use effective word choice and sentence structures and express their own viewpoint. This is taught through focused exercises.<br />How I was taught writingHow I used to teach writingHow I will teach writing<br />HO( Listening and Speaking)<br />How are listening and speaking taught?<br />The domains of language arts ( listening,speaking,reading and writing)are closely connected. Listening and speaking instruction are critical scaffolds that support reading comprehension, vocabulary knowledge and oral communication skills. Classroom instruction should be focused on these skills.<br />In the primary grades, instruction is focused on listening to and retelling stories, modeling of standard Arabic structures with frequent opportunities to repeat sentences and recite rhymes and songs, and brief oral presentations about familiar topics and experiences.<br />How I was taught listening and speakingHow I used to teach listening and speakingHow I will teach listening and speaking<br />Now regroup the reading, writing and speaking groups. Label each member of the reading group as A, B, C etc , do the same with the writing and speaking and listening groups. Now let all A’s come to together , all B’s come together and so on. Every group will have a representative from all reading, writing, speaking and listening groups. They can discuss what they have written about each skill. Go around to each group and join in the discussion.- 30 minutes<br />