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تحديد موعد الاعلان عن مسابقة أجمل تصمييم لفكرة English Trouble

حدد قسم اللغة الانجليزية موعد الاعلان عن مسابقة اجمل تصميم لفكرة   English Trouble   في نهاية شهر جمادى أول
 
- ترسل الصور على ايميل المشرفات التربويات لقسم اللغة الانجليزية
- يرفق وصف للفكرة
لايقل عدد الصور عن 2 صورة
- تصور الفكرة من عدة اتجاهات

الاعلان عن مسابقة أجمل تصمييم لفكرة English Trouble

يعلن قسم اللغة الانجليزية بمكتب التربية والتعليم بالقرى عن إجراء مسابقة عن أجمل تصمييم لفكرة English Trouble

الهدف العام  من فكرة التصمييم : إكساب الطالبات مهارات التواصل الفعال خارج بيئة الفصل.  

الهدف التفصيلي:  تنمية مهارات التفكير لدى الطالبات في حل المشكلات وبث روح التعاون والتنافس فيما بينهن.

وصف الفكرة  : هي  عبارة  عن  لوحة حائطية  تعلق  خارج  الصف  و  يوضع  بجانبها صندوق, بحيث  تقوم  الطالبة  بكتابة  سؤال يصعب عليها الإجابة عليه  على  لوحة الإعلانات  و  تطلب  من  زميلاتها  مساعدتها  في  إيجاد الحلول  الممكنة, و تقوم  الزميلات بوضع الإجابات  في الصندوق الخاص.

البرنامج التريبي ( Role Play)

 

 

نفذ قسم اللغة الإنجليزية  بمكتب التربية والتعليم بالقرى برنامج تدريبي  استيراتيجية لعب الأدوار

Bringing the Classroom to Life with Role-play

 تنفيذ المشرفة أ/ ريم الجغيمان   



 هدف البرنامج: إكساب المعلمة القدرة على استخدام "لعب الأدوار" كأسلوب من أساليب التدريس.

 بدأت المدربة البرنامج بتكوين المجموعات و من ثم توزيع بطاقات المهمات على المتدربات

 

*  كما شجعت المدربة المتدربات على توليد شعارات تخص موضوع البرنامج و ذلك لتكوين اتجاهات ايجابية لدى المعلمات نحو استخدام هذا الأسلوب في التدريس

و انهت المدربة البرنامج بحث المتدربات على تصميم خارطة معرفية كملخص لجميع الموضوعات

Thank you for great efforts

Appreciating your kind cooperation

Appreciating your consideration and cooperation

I wish you the best of luck

MRS/Awatief ALgammaz

استراتجية Teaching Speaking

Teaching Speaking: Activities to Promote Speaking in a Second Language

Although ESL deals with reading and writing, speaking is often the most important and difficult of the three aspects of learning the language. Because speaking deals with having the confidence to say what is on your mind in another language, it can sometimes be difficult for students to talk during class. However by following a few techniques your students should be more comfortable speaking.

What Is "Teaching Speaking"?

What is meant by "teaching speaking" is to teach ESL learners to:

• Produce the English speech sounds and sound patterns
• Use word and sentence stress, intonation patterns and the rhythm of the second language.
• Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
• Organize their thoughts in a meaningful and logical sequence.
• Use language as a means of expressing values and judgments.
• Use the language quickly and confidently with few unnatural pauses, which is called as fluency. (Nunan, 2003)

How To Teach Speaking

Now many linguistics and ESL teachers agree on that students learn to speak in the second language by "interacting". Communicative language teaching and collaborative learning serve best for this aim.  Communicative language teaching is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language.  In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task.

Activities To Promote Speaking

Discussions

After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved in agree/disagree discussions. In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like “people learn best when they read vs. people learn best when they travel”. Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.

Role Play

One other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984)

Simulations

Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students. Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility.

Information Gap

In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information.  Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.

Brainstorming

On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.

Storytelling

Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class.

Interviews

Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.

Story Completion

This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.

Reporting

Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

Playing Cards

In this game, students should form groups of four. Each suit will represent a topic. For instance:

• Diamonds: Earning money
• Hearts: Love and relationships
• Spades: An unforgettable memory
• Clubs: Best teacher

Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example:

If the topic "Diamonds: Earning Money" is selected, here are some possible questions:

• Is money important in your life? Why?
• What is the easiest way of earning money?
• What do you think about lottery? Etc.

However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production.  Rather, students ask open-ended questions to each other so that they reply in complete sentences.

Picture Narrating

This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.

Picture Describing

Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills.

Find the Difference

For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.

My Students Don't Want Active Learning!

Read a Transcript of This Scene

Overview

Being asked to learn actively is often a new experience for college students. Many enter classrooms expecting to sit quietly and listen while their instructors fill the period by lecturing. Using active learning strategies violates these expectations, making some students uncomfortable, resentful, and resistant. Students may act out by rolling their eyes, complaining, or refusing to participate in the activities altogether.

Student resistance is a concern for instructors interested in using active learning, particularly for those who are new to it. They might see student resistance as a challenge to their authority or an indictment of their teaching ability. Often, it's read as a sign that active learning simply won't work in their discipline or context. Some student resistance to active learning is to be expected, especially at first, and can be overcome relatively easily by attention to the strategies recommended below.

The following scene dramatizes student resistance to active learning.

Scene

Catherine is an assistant professor of geography teaching a survey course that enrolls non majors from across the university. A dedicated instructor, Catherine is very interested in improving her teaching. She attends teaching workshops as often as her busy schedule allows and frequently asks her colleagues for ideas and recommentions. Recently, Catherine attended a workshop on active learning and left the session excited about the possibilities she'd heard discussed. She resolved to try one strategy–an informal small group exercise–in her following class session.

Catherine began the session with a content overview. After spending half the period explaining principles and providing examples of the day's topic, Catherine introduced her active learning strategy. When she asked students to break into groups, however, the results were not what she expected.

Video

Click the Start button to begin

.http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/index.html

Implications of the Scene

The situation dramatized in episode one is all too common: a well-intentioned instructor tries a new and risky teaching strategy for the first time, and it fails miserably. Rather than chalking the situation up to experience and resolving never to try such a thing again–a common and unfortunate response to this kind of occurrence–we might consider the reasons the students in the video clip resisted active learning and what we might do to change their behavior in the future.

First of all, the instructor (Catherine) hadn't used active learning in her class prior to this session, so the concept and format of it was foreign to her students. In fact, an implicit contact had developed between her and her students spelling out the roles and expectations of each party. The students had learned that their role was to sit in class, listen, and take notes, while Catherine's was to present information and ocassionally ask questions. When Catherine violated this contract by asking students to learn actively, they were confused, uncomfortable, and a little insecure in their new learning environment.

Second, active learning is undoubtedly more work for students than attending to the typical lecture. It's much easier to sit in a darkened auditorium, mind wandering comfortably, than it is to actively engage difficult problems in individual or group activities. Active learning pushes many out of their comfort zone, and their response might be anger, belligerance, or resistance.

Seen from the students' point of view, resistance to active learning is understandable. It falls on the instructor to counter these feelings by clearly explaining why she is using active learning (appealing to their reason, which Catherine does in the second episode), taking charge of the situation, and presenting a confident, positive attitude.

In episode one, however, Catherine fails to do any of these things. She walks around the class asking students to get into groups, but there is a sense that she herself is a bit unsure about the strategy. Rather than taking charge, she seems to hope that the situation will resolve itself. With enough importuning, Catherine's students would eventually get into groups and begin the activity, but their level of engagement with it would probably be very low. The activity would be time consuming, difficult to manage, and yield poor results. Faced with an experience like this, it's no wonder that most instructors would consider the activity a failure and go back to lecturing.

In episode two, Catherine takes charge of the situation in two important ways. When she realizes that students are resisting the idea of group work, she intercedes immediately and explains her rationale, showing students that she is in charge and has thought the strategy through. She then manually puts students into groups to get the activity started and to break down student reluctance.

Recommendations

To overcome student resistance to active learning, consider the following:

• Begin using active learning stratetgies early in the term. Introduce the concept on the first day of class and let students know that they will be expected to participate in such strategies throughout the course.
• Be true to your word and use active learning frequently–at least once a class period initially. After the first several sessions, students will understand that you're serious about active learning and will accept their role as participants readily.
• Give clear instructions. State the goal students should meet, how much time they have for the activity, what procedures they should follow, and with whom they should partner (ie, "turn to the person next to you" or "form groups of four with the people nearest you.") It is often a good idea to put directions for in-class activities on an overhead or a PowerPoint slide so that students have something to refer to as they begin the activity.
• Explain to students why you're using active learning and the benefits they can expect from it.
• Be committed to your choice to use active learning and communicate that confidently to students. Students will be put at ease if they understand that you're in charge and have good reasons for what you're doing.
• Manually break students into groups. This can be an effective way to overcome student reluctance and demonstrate that you're in charge.
• Start small and simple. Use low-impact strategies such as think-pair-share or in-class writing exercises. These strategies are easy to implement, take only a few minutes, and are "low stakes" for students who may be unsure or uncomfortable. As you and your students gain experience, you may decide to graduate to more involved activities.

What Is Active Learning?

Defining "active learning" is a bit problematic. The term means different thing to different people, while for some the very concept is redundant since it is impossible to learn anything passively. Certainly this is true, but it doesn't get us very far toward understanding active learning and how it can be applied in college classrooms.

We might think of active learning as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Active learning stands in contrast to "standard" modes of instruction in which teachers do most of the talking and students are passive.

Think of the difference between a jar that's filled and a lamp that's lit. In the former case, liquid is poured into an empty vessel–an apt metaphor for the traditional educational paradigm in which students sit passively in a classroom and absorb the knowledge transmitted by an expert. A growing body of research has made it clear, however, that the overall quality of teaching and learning is improved when students have ample opportunities to clarify, question, apply, and consolidate new knowledge. In this case, instructors create opportunities for students to engage new material, serving as guides to help them understand and apply information. They help "light the lamp" of student learning.

Students and their learning needs are at the center of active learning. There are any number of teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. The benefits to using such activities are many. They include improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills.

Using active learning does not mean abandoning the lecture format, but it does take class time. Lecturers who use active learning pause frequently during the period–once every fifteen minutes or so–to give students a few minutes to work with the information they're providing. They may ask students to respond to a question, to summarize important concepts in writing, or compare notes with a partner. For some lecture-based classes, using active learning may be a bit more challenging because of class size or room limitations such as fixed seating. Breaking students into groups under these circumstances may not be possible, but other strategies such as individual writing or paired activities are quite possible and lead to good results.

What follows is a description of some of the basic elements of active learning followed by guidelines for using them in your classroom.

Basic Elements of Active Learning

There are four basic activities through which all students learn, and specific active learning strategies use one or more of these elements.

Talking and Listening

When students talk about a topic, whether answering a teacher's question or explaining a point to another student, they organize and reinforce what they've learned. When they listen, we want to ensure that it's meaningful listening, relating what they hear to what they already know. In a lecture class, students need periodic time away from passive listening in order to absorb what they've heard. And they need reasons to listen, reasons perhaps more immediate than a good grade at the end of the semester. Did the teacher ask a question before the lecture segment that was thought-provoking enough to cause the students to search for the answer in the words that followed? Were they told beforehand that they would have to explain the points in the lecture to a fellow student?

Writing

Like talking and active listening, writing provides a means for students to process new information in their own words. It is particularly effective in large classrooms where breaking students into pairs or groups may be prohibitive. It also appeals to individuals who prefer to learn independently.

Reading

Students do a great deal of their learning through reading, but they often receive little instruction in how to read effectively. Active learning exercises such as summary and note checks can help students process what they've read and help them develop the ability to focus on important information.

Reflecting

In the all-too-typical lecture class, the lecturer stops talking at the very end of the period. Students gather up their notes and books and run for their next class. One can almost see the knowledge evaporating from their brains. They've had no time to reflect, to connect what they've just learned with what they already know, or to use the knowledge they've gained in any way. Allowing students to pause for thought, to use their new knowledge to teach each other, or to answer questions on the day's topics is one of the simplest ways to increase retention.

Categories of Active Learning Strategies

There are four broad categories of learning strategies that one might use in an active learning classroom:

• individual activities
• paired activities
• informal small groups
• cooperative student projects

You choice of these will depend on the size of your class, your physical space, your objectives, the amount of time you have to devote to the activity, and your comfort level with the strategy. Many of the Active Learning Strategies listed in our workshop can be adapted to individuals, pairs, or groups.

Planning an Active Learning Activity

When planning an active learning activity, answering the following questions will help you clarify your goals and structure.

• What are your objectives for the activity?
• Who will be interacting? Will students pair up with someone beside them or someone sitting behind/in front of them? Should they pair up with someone with a different background? Someone they don't know yet?
• When does the activity occur during the class? Beginning? Middle? End? How much time are you willing to spend on it?
• Will students write down their answers/ideas/questions or just discuss them?
• Will students turn in the responses or not? If they are asked to turn them in, should they put their names on them?
• Will you give individuals a minute or so to reflect on the answer before discussing it or will they just jump right into a discussion?
• Will you grade their responses or not?
• How will students share the paired work with the whole class? Will you call on individuals randomly or will you solicit volunteers?
• If students are responding to a question you pose, how are you going to ensure that they leave with confidence in their understanding? (Often, if various student answers are discussed without the instructor explicitly indicating which ones are "right," students become frustrated. Even with a question that has no absolute "right" answer, students want to know what the instructor's stand on the question is.)
• What preparation do you need to use the activity? What preparation do the students need in order to participate fully?

Keys to Success

• Be creative! Invent new strategies and adapt existing ones to your needs.
• Start small and be brief.
• Develop a plan for an active learning activity, try it out, collect feedback, then modify and try it again.
• Start from the first day of class and stick with it. Students will come to expect active learning and perform better.
• Be explicit with students about why you are doing this and what you know about the learning process.
• Request students vary their seating arrangements to increase their chances to work with different people. Have students occasionally pair up with the student behind them, since friends often sit side by side.
• Use questions from in class activities on tests. For example, include a short essay question that was used in a think/pair/share.
• Negotiate a signal for students to stop talking.
• Randomly call on pairs to share.
• Find a colleague or two to plan with (and perhaps teach with) while you're implementing active learning activities.
• Continue learning through workshops, reading, and practice.