1. عناصر المنهج التكنولوجي
2. تصميم المنهج التكنولوجي
3. أسس تطوير للمنهج التكنولوجي
4. إيجابيات ومميزات المنهج التكنولوجي
5. مشكلات وسلبيات ومعوقات المنهج التكنولوجي
6. بعض طرق التغلب على مشكلات وسلبيات المنهج التكنولوجي
7. نماذج المنهج التكنولوجي
8. أمثلة لبعض تطبيقات المنهج التكنولوجي في أمريكا
9. المراجع
1. عناصر المنهج التكنولوجي
2. تصميم المنهج التكنولوجي
3. أسس تطوير للمنهج التكنولوجي
4. إيجابيات ومميزات المنهج التكنولوجي
5. مشكلات وسلبيات ومعوقات المنهج التكنولوجي
6. بعض طرق التغلب على مشكلات وسلبيات المنهج التكنولوجي
7. نماذج المنهج التكنولوجي
8. أمثلة لبعض تطبيقات المنهج التكنولوجي في أمريكا
9. المراجع
بما أن التعليم يهدف إحداث تغييرات في سلوكيات الطلاب، كان من الضروري تحديد تلك التغييرات بدقة على شكل عبارات تصف تلك السلوكيات التي يرغب المجتمع في ظهورها لدى ابنائه، نتيجة مرورهم بالخبرات التعليمية خلال مراحل التعليم المختلفة، وعادة ما تعرف هذه العبارات بالأهداف التعليمية. فعملية وضع الأهداف جزءا أساسياً في التصميم التعليمي ولا يوجد فائدة من تصميم أي درس من غير تحديد أهداف لإحداث تغيير في معرفة المتعلم ومهاراته واتجاهاته والا سيكون ذلك عبارة عن تقديم مجموعة من الحقائق والعروض والمناقشات الغير هادفة
التقويم واستراتيجياته القائمة على الاقتصاد المعرفي.pdfmohamedezzat558304
يعتبر عنصر التقويم العنصر الرابع من عناصر المنهج، وهو عنصر هام وأساسي في العملية التعليمية، وما يميزه عن غيره من العناصر قدرته على التأثير في باقي العناصر تأثيرا ملموسا بحيث يؤدي إلى تغيير أو تعديل أو اضافة أهداف
This document provides guidance on identifying and dealing with disruptive student behavior in the workplace from the Office of Ethics and Student Conflict Resolution at Miami University. It defines minimally and significantly disruptive behaviors. For minimally disruptive behaviors, the recommendations are to privately address the issue with the student and document it. If it continues, file a complaint. For significant disruptive behaviors, the recommendations are to remove oneself from the situation, contact security if threatening, and file an immediate complaint. It outlines the complaint and judicial process, noting the need to serve as a witness if it goes to a hearing.
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and procedures help set clear expectations for student conduct.
This document provides guidance for faculty on how to handle difficult, disruptive, and distressed students in order to maintain a successful learning environment. It defines different types of challenging students and lists potential signs of issues like mental health concerns. The goals are for faculty to understand their role in managing the classroom environment, recognize signs of student issues, and know how to access campus resources to help students. Specific tips are provided on de-escalating situations, communicating effectively with students, and referring students to counseling and other support services as needed.
Classroom management strategies for effective instructionAhmed Hussein
The document discusses effective classroom management strategies. It begins by outlining the goals and objectives of the training, which include identifying characteristics of effective teachers, behavior management strategies, organizing learning environments, and lesson planning techniques. The presentation techniques to be used are then described, including discussion, activities, reflection, and role plays. Key aspects of classroom management covered include establishing rules, consequences, the physical classroom setup, schedules, attention signals, and the difference between discipline and punishment. The document provides many examples and recommendations for implementing these different classroom management components.
Classroom management presentation nov 20thAhmed Hussein
This document provides guidance on effective classroom management strategies for teachers. It discusses establishing clear procedures and routines to maximize instructional time and minimize disruptions. Specific recommendations include developing 3-5 simple, positively stated class rules with logical consequences, explicitly teaching procedures to students, maintaining authority through prepared lessons and organized transitions between activities, and building rapport with students and parents. Overall, the key aspects of classroom management outlined are setting expectations, maximizing engagement, and fostering respectful relationships to facilitate student learning.
This document provides strategies for classroom behavior management for reading teachers. It discusses setting clear behavioral expectations and routines, explicitly teaching them to students using modeling and practice. Reinforcing positive behaviors with a high rate of praise is important, especially when first teaching a new skill. Teachers should actively supervise by scanning the room, providing proximity control to redirect misbehaviors early, and catching academic errors to prevent frustration. Consistent responses to both positive and negative behaviors are key to effectively managing the classroom.
This document provides faculty and staff guidance on responding to distressed or disruptive student behavior. It defines distressed students as experiencing emotional or psychological problems interfering with learning, and disruptive students as those whose behavior makes teaching and learning difficult. The document advises addressing problems promptly, making referrals to campus resources as needed, and maintaining a learning environment. Signs of minor or severe distressed behavior are outlined. Questions for departments to discuss around students' rights and due process are also provided.
The document provides guidance on writing an effective thesis statement. It explains that a thesis statement should be one sentence, placed at the end of the introduction paragraph, that states the main idea or argument of the essay. An effective thesis statement has two parts - the topic being discussed and the writer's opinion on that topic. Body paragraphs should then provide evidence and support for the claims made in the thesis statement.
The document provides guidance on writing the typical components of a 5-paragraph essay, including the introduction, body, and conclusion. It states that the introduction should contain a hook, transitional sentence, and thesis statement. The body is made up of multiple paragraphs with a topic sentence, details/examples, and concluding transition sentence for each. The conclusion restates the thesis and includes a clincher statement. Examples are given for writing effective hooks, thesis statements, topic sentences, and conclusions. The document emphasizes that revision is an important part of the writing process.
The document discusses the 5 paragraph essay format. It begins with an introduction to the basic 5 paragraph structure, which includes an introductory paragraph, 3 body paragraphs that each discuss a main supporting point, and a conclusion paragraph. It then provides details on developing a clear thesis statement, including characteristics like being specific, narrow, and having a single main point. The document emphasizes that the thesis should guide the overall essay structure by outlining the main points to be discussed in each body paragraph.
This document discusses learner language and interlanguage. It defines interlanguage as the developing language system of second language learners. Key points made include: (1) Learner language follows systematic developmental sequences, even when learners have different first languages; (2) Errors made by learners reflect their current understanding of the target language and are part of the learning process; (3) While first language influence exists, many errors result from generalization, overgeneralization, and simplification as learners develop rules of the new language.
This document discusses cross-linguistic influence and learner language. It covers the contrastive analysis hypothesis and how it evolved into analyzing cross-linguistic influence. The document also discusses markedness theory, learner language, error analysis, types of errors, sources of errors, stages of learner language development, and approaches to treating errors. It provides a detailed overview of the theoretical framework for understanding how a learner's first language can influence their acquisition of a second language.
This document discusses learner errors and error analysis in second language acquisition. It notes that making mistakes is a natural part of the learning process. Error analysis examines learner errors to understand how language is acquired and what strategies learners employ. The study of errors can help teachers and researchers. The document outlines the process of error analysis, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating error seriousness. It discusses different error types and taxonomies. While error analysis provided insights, its methods were limited; however, it made important contributions to the field of SLA.
The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.
Error correction in a communicative classAhmed Hussein
This document discusses error correction in language classrooms. It argues that mistakes are a natural part of learning and the classroom environment should allow for mistakes. It provides examples of different techniques for correcting errors, such as immediate or delayed correction. The document also discusses when, where, and by whom errors should be corrected, including self-correction, peer correction, and teacher correction. Indirect feedback is recommended to avoid embarrassment and encourage learning over time.
The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
The document discusses approaches to dealing with errors made by language learners. It explains that errors are an important part of language learning and teachers must make decisions about whether errors matter and how to address them. Teachers are encouraged to use learners' actual errors to target instruction rather than preempt errors, and to provide feedback that promotes self-correction without discouraging learners.
This document discusses different types of accounting errors and how to correct them. It describes errors that do not affect the trial balance, such as errors of commission, principle, original entry, omission, and compensating errors. It also covers errors that do affect the trial balance, such as omitting entries or posting wrong amounts. These errors are corrected by using a suspense account. The document provides examples of correcting journal entries to clear the suspense account. It also explains how correcting errors impacts the profit calculation and balance sheet figures.