agenda
DESCRIPTION
Science Curriculum Standards Proficient Level week 7 : teaching and assessment strategies 15/11/2011. Agenda . Activity (1):. What is the importance of the starter activity? ما فائدة نشاط التهيئة ؟ Write your answer in the chart in front of you . 5 minutes . Strategy (1). سؤال اليوم - PowerPoint PPT PresentationTRANSCRIPT
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Science Curriculum Standards Proficient Level
week 7 : TEACHING AND ASSESSMENT STRATEGIES
15/11/2011
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AGENDA
10:00 – 10:05AM Welcome
10:05 -11: 05 Am Warming up teaching strategies
11: 05 - 12:15 pm Effective teaching strategies
12:15 - 12:30PM Prayer Break
12:30- 1:15 PM Formative assessment tools
1:15- 1: 30 PM Feed back
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What is the importance of the starter activity?
؟ التهيئة نشاط فائدة ما
Write your answer in the chart in front of you
Activity (1):
5 minutes
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اليوم سؤالQuestion of the Day
Strategy (1)
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Procedures :Ask 1-2 simple questions and give learners 5 minutes to write their answers. Randomly choose a few people to share their answers with the group.مدة للمتعلمين وأعط بسيطين سؤالين أو سؤاال سل
على مجموعات بشكل إجاباتهم لكتابة دقائق خمساألرقام . إستراتيجية باستخدام واختر ورقية لوحة
لعرض المتعلمين من مجموعة كل عن ممثل. إجاباتهم
For : intermediate-advanced, individual or group
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1)The topic is related to a previous one or a daily life situation
معتاد حياتي موقف أو دراسته سبق بآخر الموضوع يتعلق 2)Start from the learners answer
الطالب إجابات من ابدأ
The Conditions الشروط
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1)Ask each group to find its similar color /shape /number (after naming each group)مجموعة ) كل إعطاء بعد معك لما المشابه الرقم أو الشكل أو اللون جد
– : . مجموعة نيوتن مجموعة مثال مهمتها مع يتوافق اسما) إلخ ...... الشغل
2)Stick your collected paper on a flipchart ورقية لوحة على جمعته الذي الورق الصق
3)Read . ( if your collected paper is a question ,ask your selected person and score the answer )يستحق ) ما وحدد بسؤاله ستقوم الذي الشخص اختر ، سؤاال جمعته ما كfان ولو اقرأ
درجات ( من
Activity (2):
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Strategy (2)
Similaritiesالتشابهات
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Benefits الفوائد
1)Self assessment ذاتي تقييم2)Peer assessment تقييم القرين
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Activity (3)
Write your comment(s) on the next video
http://www.youtube.com/watch?v=EV6dPmm0vsg
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للذكريات / للعواطف The Evocativeمثير
Strategy (3)
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ProceduresThis is done by giving the students an evocative quotation, photo, scenario or song. Then ask a question that requires the group or learning team to think it through and give you their best answer.
: اإلجراءاتأغنية ) أو قصة سرد أو صورة أو مؤثر مقتبس مقطع الطالب بإعطاء إجراؤها يتمفي (. كمجموعات يفكروا أن منهم واطلب سؤاال الطالب سل ثم مرتل ديني نص
تعليق أفضل
NOTE :This strategy may be called Describe the Picture if the presented material is just a picture
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1)Helps you, the teacher to understand any misconceptions أيفهم or preconceptions that the students may have about سوء
the subject.
2)Knowing what the students preconceptions are tells us where they are now and gives us an idea of how we can get them where we want them to be.تبني كيف تدري سوف وبالتالي للطالب المعرفي المدى يعلمك سوف
يملكو�ن ما على 3) It lets you know how to target the lesson, after all, it makes no sense to teach them what they are already know (unless you are deliberately using repetition) - they would just get bored.
ما تحديد على قادرا وتجعلك الدرس هدف تحديد على قادرا تجعلكفعال يعلمونه ما تعليم إعادة المنطقي من فليس ، يحتاجون
Benefits
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Activity (4)
1)Write down , in a white paper , your name, country of origin, and your favorite fruit).
2) Wad the page into 'snowballs' and toss it around
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الثلج كرة Snowball Fightمعركة
Strategy (4)
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For : any level
Procedures :1) Give learners a piece of white paper and ask them to write down
their name, country of origin, and some trivial fact of your choice (such as a favorite fruit).
2) Have everyone wad the pages into 'snowballs' and toss them around for a few minutes.
3) On your signal, everyone should unwrap a snowball, find the person who wrote it, and ask 1-2 more trivial facts.
4) Write the questions on the board so the students can refer to them.
Note :Remember that each learner will need to ask one person the questions
and be asked questions by a third person, so leave enough time.
Variation for small groups: learners can take turns introducing the person they interviewed.
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Activity (5)
Sit 4x4 and answer the teacher’s questions as fast as you can
10 MIN.
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Strategy (5)
Criss -Cross
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For : beginner-intermediate, large group
Procedures :1) Learners must be seated in organized rows at least 4x4. 2) Have the front row of learners stand.3) Ask simple questions like "What day/time is it?" Learners raise
their hands (or blurt تفكير بدون out answers) and the first يفشيperson to answer correctly may sit down.
4) The last standing learner's line (front-to-back) must stand and the game continues until 3-4 rows/lines have played.
5) You can use diagonal rows if the same person gets stuck standing each time.
6) To end, ask a really simple question (e.g. "What's your name?") directly to the last student standing.
:Variation for small group the whole group stands and may sit one by one as they raise their hands and answer questions.
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DIFFERENCE BETWEEN ARRIVAL AND STARTER
الوصول نشاط بين الفرقاالفتتاحي والنشاط
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1)The content : does not relate to the next
التالي بالمحتوى يتعلق ال2)Time :
does not exceed 3 minutes دقائق ثالثة عن يزيد ال
3)Aim : To change the students mode
للطالب المزاجية الحالة لتغييرto motivate the expectations and participating skills
الطالب لدى والمشاركة التوقع مهارات لتحفيز
Arrival
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1)The content is related to the nextالتالي بالمحتوى يتعلق
دقائق عشر إلى خمس من Time :from(2 الزمن
5 :10 min.
3)Aim: a)As a revision for the previous كمراجعة
سبق ما علىيلي لما b)As a warming up for theكتهيئة
next
Starter
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Effective teaching strategies
13/11/2011
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Sit on the hot seat.
Activity (6):
20 minutes
H.O.2-1
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الساخن الكرسيHot seat
Strategy (1)
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Procedures :1) Have one student sit in the "hot seat" and
assume the identity (secretly سري of a ( بشكلlaw , measuring device , an organic system , a process , a scientist or any other topic from the curriculum .
2)The other students need to ask questions in order to give them clues to find out who are you
.
For : intermediate-advanced, individual or group
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Note : You can pass three questions but compulsory answer the fourth
As fast as discovering the clue ,the score increases 10 marks for discovering the clue from one question 5 for discovering from the second .2 for discovering from the third .1 for discovering from any other order
There are many variations on this strategy. 1)The teacher can put a student in the hot seat and have other students quiz him or her on the reading
2)The students can also put the teacher in the hot seat 3)Students can be in the hot seat in groups and work together to answer questions
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ACTIVITY (7)
A) In before column in the chart ,write what is your background information about the title infront of you. (you can use your school documents)
5 minutes
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ACTIVITY (8)B) Collect the match papers from the neighboring
groups to make a sense about your title
C) Stick the collected papers in after column in the chart after your group discussion
10 minutes
10 minutes
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D) present you title to the other groups
10 minutes
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Constructive Interactionالبناء التفاعل
Strategy (2)
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Formative assessment
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Activity 9
Role Play
Each group should select one or two strategy(ies) from the table (H.O.2-3) and try to act the role of a teacher to achieve it with the class (the other trainees) .
25 minutes
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One Minute Essayالواحدة الدقيقة مقال
A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.دقيقة مدته الذي المقالي السؤال
هدف ذو مركز سؤال هو الواحدةدقيقة في عنه اإلجابة يمكن محدد
واحدة
Web or Concept Mapالمفاهيم خريطة
Any of several forms of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts. http://www.graphic.org/concept.html
األشكال أشكال من شكل أيتسمح والتي التوضيحية والرسوم
بين عالقات بإقامة للمتعلمين المفاهيم
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Misconception Checkالخاطئة األفكار فحص
Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz.
أو الشائعة الخاطئة األفكار الطالب على اعرضأو معينة قاعدة أو معين مفهوم حول المتوقعة
يتفقون . كانوا إذا عما الطالب واسأل معينة عمليةعرض . ويمكن ولماذا المفهوم هذا مع يختلفون أو
متعدد من اختيار هيئة على الشائعة الخاطئة الفكرةوخطأ صواب اختبار أو
Self-Assessmentالذاتي التقييم
A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning.
وتحليل بجمع الطالب خاللها من يقوم عملية هيتقدمهم مدى عن يكشف مما تعلمهم عن معلومات
التخطيط ثم ومن التعلم أهداف تحقيق اتجاه فيتعلمهم في التالية للمرحلة
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3-Minute Pauseدقائق الثالث وقفة
The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification. • I changed my attitude about…• I became more aware of…• I was surprised about…• I felt…• I related to…• I empathized with…
للتوقف الفرصة للطالب اإلستراتيجية هذه تعطيوكذلك توا تناولها تم التي واألفكار المفاهيم وتأمل
والخبرات المفاهيم وبين بينها العالقات خلقاألتي واستيضاح : السابقة
1- نحو وميولي اتجاهاتي ------------------------------- غيرتووعيا -2 اهتماما أكثر أصبحت
--------------------------------------------ب�ب� -3 ----------------------------------------------فوجئت
4- ب� ------------------------------------------شعرت5- ب� --------------------------------------ارتبطتمع -6 ---------------------------------- أتعاطف
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Idea Spinner ) األفكار) غزل طعم
The teacher creates a spinner marked into 4 quadrants and labelled “Predict, Explain, Summarize, Evaluate.” After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.”
إلى مرقم دّوار بتصميم المعلم يقوم ) النحو ) على ومعنونة وجوه أرباع أربعة
وبعد : – – – ". قيم لخص فسر تنبأ التاليالمعلم يقوم الجديد الدرس موضوع انتهاء
يقوم ثم عشوائيا وإلقائه الدّوار بلفعلى مبني سؤال على باإلجابة الطالب
وعلى . عليه الدوار استقر الذي الوجهالوجه : على الدوار وقع إذا المثال سبيل
" " طالبه المعلم يسأل لخص ب� المعنونتم التي المفاهيم بأهم قائمة كتابة
اليوم درس في تقديمها
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Numbered Heads Together
Each student is assigned a number. Members of a group work together to agree on an answer. The teacher randomly selects one number. Student with that number answers for the group.
باختيار المجموعة داخل طالب كل يقوممعا بالعمل المجموعة تقوم ثم معين رقم
المعلم يقوم ثم ما سؤال إجابة علىيقوم بحيث عشوائيا األرقام أحد باختيارعلى باإلجابة الرقم هذا صاحب الطالب
مجموعته عن نيابة السؤال
One Sentence Summaryالواحدة الجملة ملخص
Students are asked to write a summary sentence that answers the “who, what where, when, why, how” questions about the topic.
ملخص كتابة طالبه من المعلم يطلببمثابة تكون واحدة جملة على يشتمل
– - ماذا : من نوعية من أسئلة على اإلجابةبموضوع – – – " تتعلق كيف لماذا متى أين
اليوم درس
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