Effective Teaching

( ) Index

33

" "

( )

( )





.





.
" " ...




" " ...
.


.

Teaching Design

Teaching Design
Science of Teaching Design




( ) ( .)85:5

(.)34:2
"

Teaching Plans

()1
.1

.2

.1 ( ) .
: ) 86 : 9( :
.1 .
.2 .

.3
.
.4 .
.5 .
.6 .
.7 .

: :

.
.
.

.
.2
( )86:9

( ) :
.1 Instructional Events

" " " "
(.) 47 -37 : 13

- Introduction :
:
Active attention
Establish Purpose
and Motivation Arouse Interest

Preview The Lesson

- ( ) Body
-1 Recall Relevant prior Knowledge
-2 .Process information and examples
-3 . Focus Attention
-4 . Employ learning strategies
-5 . Practice
-6 . Evaluate feedback

Conclusion
. Summarize and review
. Transfer learning
.Remotivate and close

- : Assessment
. Assess performance
Evaluate feedback and seek
.remediation
()2
.1
.2

-1
" Learning style
"
( )
(.)32:13

/ Silver/Hanson

:
: ( )
: ( ).
: : (
) .
: .

.

)33:13 ( :
.1
.2

-1 .Subject Knowledge
-2 . Subject Application
-3 .Class Management
-4 .Assessment and Recording of pupil s progress
-5 .Further professional development

()3
-1
-2

10


-1

( )
. content
. Materials
Activity

Sequencing
Racing .Timing
.Objectives
Students .
Social and
Cultural Context
.
()4
.1
.2
.1

: :


( )107:5
*

:

/ . /:

11

.1
.
.2
.3

.4 ()151:13
.
o .
o .
o .
o .
o .
o ()129:5
:
:

()147:5
.
Content organizing approach
:
-1 . Hierarchical Approach
-2 ( ) Elaboration approach
-3 . Developmental approach
-4 . Chronological approach
-5 . Procedure sequence

: :
12

"
"
:

.
Learning outcomes
.
(.
)185:1
()5

. . .
( ) .
. : . ()6

13

-:
:

.
:
"
"


.

:

:
.

Creterion or Norm :
:
.
:
( )
.
()61:9
14

.

.
.
.


.
.
()7

: ( ) :




" "





( )
(
15

) (
) (
) ( )
.
()7

: :
-1 :


-:
-1
.
-2 .
-3 ( )
-4 .
()8
-1

-2
-2 )179:9( :

:

16

"
".

: :

.
.1
.
...

"

" ()283:5
()9
-3

-2 -:
:
. :
-4 .
-5 .
-6 .
-7 .
()10

17

*

- :
.
.
.
.
- :
.1 .
.2 .
()11
.1
.2
-:
.1
.
.2 Student Organization


-:

18

- Instructional space
()12
-:
-:
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .
()13
"
:

: :
"
(.) 545 543:4
.1

.
.2
.

19

.3
.
.4

.
.5
.
()14

20

:
.1 :
.1
.2
.3
.2 .
.3 .
.4 ,
.
.5 .
:
:
( )
.
.1 :
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .
.2 :
.3 :
o , ,
, .

21

o

Brain-
Storming
o
.

22

Teaching Design
This topic deals with how to design teaching indicating the importance
of this designation and the bases upon which planning and effective
teaching are based it also encompases the teaching events together with the
competences of the effective teacher the components of how to design
teaching and the skills were required for effective teaching were also dealt
with these components include : the skill of analyzing the teaching content
,the skill of how to determine the aims behind teaching ,the skill of how to
determine pre-learning )the introductory behaviour(,the skill of designing
learning experiences and the skill of how to design the strategies leading to
how to fulfil these aims as well as the skill of how to design measurement
and evaluation styles against which the outcomes of learning and teaching
are judged .
How to make use of the results of evaluation justifying teaching was also
pointed out i.e the role of evaluation in improving teaching and in
diagnosing learning difficulties as a step to remedy them
Diagnostic remedial teaching was also dealt with encompassing the
meaning of learning errors, the types of errors, the reasons behind
committing these errors as well as the styles of diagnosing these errors.

23

.1 , .2004 ,
.2 .1999
.3
.2000
.4 :
.1989
.5 . .2001
.6 .
.2003
.7 :
.1991)35(6
.8 : .2000
.9 .1996
.10 :
.1995
.11 .1988
.12 :
.2002

.13 :
.1999
.14 : .

24


1- Airsan Peter: Clasroom Assessment, Second Edition. McGraw-Hill, Inc.,

New York. )1994(.

1- Billmeyer Rechel: Creating the Performance Based Classroom, Learning
in the thoughtful School, A.S.C.D.,)Chicago Summer series(, 31July 2Augusts, p12-15.)1995(.
2- Cooper, J.M. classroom teaching skills )3( Edition. Toronto : D.C. Heath
company. 1986.
3- Eric Jensen, Teaching with the brain in ,mind Ascd Alexandria VA,
U.S.A, 1998.
4- Fahey John a. : Who Wants to Different Instruction ? we did, in Scherer
)Ed(, How to Differentiate Instruction, Education Leadership Mag Vol.
)58(m No. )1(, A.SC.D., VA, Alex., pp. 70-74. )2000(
5- Joyee, B.R. & Weil, M. : Models of Teaching )6th ed.( Boston : Allyn &
Bacon. )2000(.
6- Mctighe Jay & Wiggins Grant, : Understanting by Design, A.S.C.D., VA,
Alex. )1998(.
7- Monk Martin & Osborne Jonathan : Good Practice in Science Teaching
What Research has to Say, Open University Press, Packing Ham
Philadelphia. )2000(
8- Ritasmilk estein, A Natural Teaching Method on learning theoery in
Gamut A forum for Teacher and learners, Washington, seattle community
college, 2002.

25

9- Sfiggings, Richard : Using Assesment to Motivate Students, A.S.C.D.,

Second Annual Conference on Teaching and Learning The Assessment
Instruction Connection, October, 23-25, Oriando, Florida.)1997(.
10-Spaks Dennis & Hirsh Stephanie, : A New Vision for staff Development<
A.S.C.D., VA, Alex. )1997(.
11- Weston, C. 8c Cranton, P.A. Selecting Instructional Strategies. Journal of
higher Education, Vol. 57 )3(, 1986.
12- Wright, W,A., Teaching Improvement practices , Bolton Massachus etes :

Anker publishing Company, Inc, 1995.

26

Instructional Skills

27

Instructional Skills

..


. .

. .
"" ..
: ..
.
:

, ,
,
.

.
:

,

28

,
.

,
,

.


,

. ,
.
:
.1 :
,
.
.2 :

.3 :

.1
.
.2 .
) .

29

-1 :
:

.

.

.. .
.
" "



.

.



.
30

0
0

:
-1 : 0
-2 0
-3 0
-4 : 0
-5 .
-6
.
-7
.
-8 .
-9 .
-10 .
:
0
0

.
.

31

.



.
.
.
.

.





.


.

.


.

32

.

.



.
:

.
:
0
0
0
.

:
0
0
.
0
0
0
33

0
0
0

0


.
.
.
.
( )1

.
.

( ).

34

( :

.



.
:




.
.
.
-1 .

35

:
.
.
.
.

-1 :





.
-2

.
:


"
" "
:
.

.
36

.



.



:
-1
.
-2

.
-3 ( )
.
-4 ( )
.
-5
.

37

:
.
:
-1 :
.



:

.
-2 :





.
-3 : -




.

38

-1
.
-2
.
-3
.

-1 :


.
-2 .
-3

.
.
-4

:
.
.
.
.

.

39

-1 () Psychosomatic
disorders .
.
.1 .
.2 .
.3 " "
-2 ()
()

. .
- .
-
.
- .
() .
.
.

.

40

.
Helplessness



.

.
.
.

:
.
: .

.

" " " "
.
.

41

.





.
:
.1 .
.2 .
.3 .
.4 .
.
:
.
: .
.
.

:
0
.
0

42

:

0
() ( - - ) 0
( ) ( - - )..
() 0
() 00 00
:

:
: .
.
.
.
.
:

0
:
0

43

44

" "

.




.

:

.

.
:
.1
.2
.3 0
:

45

""
" "
.
:
.1
, .
.2 .
.3 .
.4 .
.5 :
.4 .
.5 .
.6 .
.7 .
.8 .
.9 .
.10 .
.11 .

46

.
.1 .
.2 .
.3 .
.4 .

,
, ,
, , , , ,

: .
: :
,
, .
: :
,
, .
: :
, ,
, , .

47

: :
,
,
.
: :

, , .
: :
, ,
,
, ,
, ,
.
,
, .
,
((
, )) .
:
. ,
,
,
.

48

( ) :

.
:
.

.


.
.




.

49

.

.
:
.

.................................................................................................................................
.................................................................................................................................
:
.

.................................................................................................................................
.................................................................................................................................
:
.

.................................................................................................................................
.................................................................................................................................
:
.

50

.................................................................................................................................
.................................................................................................................................
: . .

.................................................................................................................................
.................................................................................................................................
:
.

.................................................................................................................................
.................................................................................................................................
" " : " "
.

.................................................................................................................................
.................................................................................................................................
:

.................................................................................................................................
.................................................................................................................................

51

:

.................................................................................................................................
.................................................................................................................................
:

.................................................................................................................................
.................................................................................................................................
:

.................................................................................................................................
.................................................................................................................................

52

( 33.1 ) :
1
.

. .

.

2 .. / /
:
-1 .
-2
-3 .
.
.
.
.

53

3 / /..
.
.
.


.

4
.

: .
: .
:
.
:
.

.
:

.
54

:

.

5


:
.1 .
.2 .
.3 .
( + = ) .
:
.1 .
.2
.
.3 .
.4 .
.5 .
.6 .

55

6


.

.

...

7




!
" :
! .. !"

8
.

:
.

56

9 " !"
!
.
.
.



:
:
.

10
.

.

.

11

!

57

12
.

13 !

.


.

!
.

14 : !
: ! "
" :
.1
.
.2 ( )

.
.3 " : " .

58

15
{ :
}
: !

: ! !
:




.




: ...
:
.

59

.
.

16 .. !
.
.


.

.
.

17 " "!..

.
. .

. !- !..

18

60

.

o .
o
o .
o
.
o .
o .
.
o .
o .

19
.
.
.

20 !
.

.
:
o
61

o .
o
o .
o
!
""

.

21 " "!..


!
. { : }
.

22 .. !



""
.

23 !

62

.


. !

24

.


.
.
.

25

.
.

26 !

.

27

63

.
.

28



!

.
( .

)
.

29
.

.
.
.

30 !

64

.
.
:!
. .
. .
""
!


.

. . . . . .- .

31 !
:

.
65

.
.
.
: .
:
.
.
!
!
.. .

32 !
.
" : " " :!"

"" " :"
. !
.

.

33 ..

66

..
. .

Instructional Strategies

67

Method
, Approach , Model , Strategy
, ,


.


..




:
..

.

.

68

.

.
:

( ).


.

:

.




.

() ()
.

.

69

-:







.

-:

()
.



.

-:
70

.


.
-:
( )
( )
"
"

.


.

-:


.


.
.

-:

.

71

( )

.


.
-:
( )
:
.
.

.
.
.

-:



.

( )
-:


.
72

.


.

-:


.


.

-:


.

-:


.

73

.
:




.



.


.


.

.
74

:


.
:
.1
.
.2
.
.3

.4



.

-1
-2
-3

75

-4 ( )

.1 .
.2 .
.3 .
.4 .
.5 .

:
, ,


.
..... ...... ...


,
., , ,
. :
() ()
()

76

Goals
Objectives

Content

Strategies
+ Activities
+ Media

Evalualion
( )1

Vision
Master Factor ,
, Aims , Goals
( Objectives ) ,
.

Knowledge Society

.

77

)2

78

.
.
.
.

Instructional Strategies
- :

, ,
Teacher Centred
,
Learner Centred , ,
, ,
...
.

- .

. - .

.
-

. - .

.
-

. - .

79

.

, Continuum
.

, ,
, , lecturing
, Questioning Problem Solving
.

80

:
.
.

.
( ,
)

81

" " Lecturing

,
( ) ( )
( ) .

,
, ,
, ...
: ... ...
...

:
Lecture Lactare ,
,
.
, , . . , .

.
.
- .

82

:
-1 .
-2 , .
-3 .
-4 .
-5
.
:

,
, .

:
Tell Them What You Are Going To Tell Them Finally Tell Them
What You Have Told Them.
:
. . . ,
, , .
: ,
. KnoweLge
Declarative , Procedural
83

,
.
: Economy
Power ,
, , .
( )
,
, .
: Teaching Aids work sheets
power point
""
.
: ,
:
.1 .
.2 .
.3 .
.4 .
Set Induction
:
.1 , .
.2 .
.3 .
84

: , ,
Feedback
.
Closure ,
.

()3

:
,
,
Formative Evaluation
Summative Evaluation
. Quiz

Questionnaire ,
,
Self Reflection
,
.

85

,
:
.
.
.1


.2 .
.
.
.

.
.
.
( Rating scale
Likert ( / / ) ( / /
/ / ) , . :

86

:

,
,
.
" "
:
,
.

.
"" Bloom
,
.
%90
,
,
% 40
, % 20 .
,

.



...
87

,

.

,

.

-:
.1 Contract
.
.2 Advance Organizer
,
.
.3 ... ,
.
.4 .
.5 .
.6 .
.7 HOW WHY
WHAT
.8
.
.9
.
.10 (
) OHP .
88

.11 ,
.
.12 .
.13
.
.14
.
.15 ,
.
.16
, .
.17

.18
.
.19

.
.20
.

.1
.
.2 .

89

.3 Role playing
.

.4 Micro Lesson
.
.5
.
.6

.
.7 , .

Discussion

.

.



.

.

90

:







.
:
1 :
.
2 :
.
:
. :
.

.
.

.

91

. :
.

.





.
. :
.

.
. :
.
. .

.
. :
.
. "" :
.
.
:

.

92

. .
.
.

:
. .
.
.
.
.
. .
. .
.

.
.

93

Problem Solving
0
0





.





.
-:


.



.
.
94

.

.
.

.


.
-:
.1
.
.2
.
.3

.4 .
.
.5

.6
.

95

: :


.

.

.




.




.

.



.

96

.1 ( )





.
-:
( )1 ( ........- ) (
........ - ) .
( )2 ( ........... ).
( )3

( )4 :



( )5
.
97

.

( )1
.
( )2 .
( )3 .
( )4
.
( )5 .
( )6
.
( )7 .
( )8 ( , ,)
( )9
.
( )10

( )11

98

:


.


.

:
" "
, " "

-:

.

.

.

.

99

-:
:
- :
.
- : .

" "

,
.
,
, .
" ,
.
, .

:
.
.
.
.

100

.
.
.

.12 :
.
.13 :

.

:
.
.
.
.
.
.
.
.
.
.

0
0
0
( )0
101

0
()0
()0

:

.


.
.
.

.
.
.
.
.

.

.

.

.

102

.
.
.

103

Microteaching

.

.
.
( 10 )
( ) 10 -5
.


.
( ) Microteaching
.

Micro Counselling
.

:


:
( ) Pre-service Training in Microteaching

.
.
104

( )In-service Training in Microteaching

.
Continuous Microteaching
.

.
Teaching Foreign/Second Language for Specific
Purposes
Content-Based Instruction
.

.
Final Microteaching


.
.
Directed Microteaching

Modeled Microteaching

.Pre-Service Teachers

105

..
.


.
( ) Undirected Microteaching
()

.
.

.
General Microteaching


.

.
:




.

106

Specific Microteaching


.
.

:
.
:

:

.


.
.


.

.
.

.

.

107

.


.
.

.

.

:

.
:

.

.

.

.
.

:

108

.

.



.


.

.


.


.

:

.
:
-1 .
-2 .

109

-3

.
-4 .
-5
.
-6
.
-7
.
-7
.
-8 .



.
.


.

:

.

110

.

.
.

.

.

.



.

.

.



.

111

.

.



.

. :
:

.
:

.


.

.

.
.
.



112

.

.
.



.



.

.
.

.
.

.

:

.

113

.
.

.


.

.

.


.

.
.

:
:

: .

.
.

114

:

.


.

:

Skills
Tasks
.
:
:
- .
- .
- .
:
- .
- .
- .
- .
- .
-

.

115

:
- .
-
.
-
.
- .

:
- ( -)
( -).
-
.
- .
-
.
- .

:
- .
- .
-
.
-
.
-
.

116

:
- .
-
.

:
-
.
- .
- .
-
.

:
- .
-
.
-
.
-
.

:
-
.
-

.

117

-
.
-
.

:
-
.
-
.
-
.
-
.
-
.

:
- .
- .
- .
-
.

:
-
.
-
.
118

- .
:
.1 .
.2

.3

( 10 -5 ) .

.4

( 10 ) .

.5 .
.6

:
.1 .

.
.2
. Simulated Teaching
.3 .

.
.4 .

.
.5
.
.
.6
.

119

.7

.

.

.

.

.2



.
:
:
/ : .
:
:.
: .

120

: (
).
:
.
: .
:
.
:
.1
(.
.2
.
.3
.
.4
.
.5
.
:
.1.
.2 .
.3 .
.4 ( ).
:
-1 ():
- .
- .
121

- .
- .
- .
- .
- .
-2 ():
.
.

:
.

-3:
-
.
.
-
.
- .
- .
-4 ():
: :
- :

- ( :
).

.
-
- .
122

:
:
.
-
.
-
.
-
- .
: :
- .
- .
- .
- .



. : - -
-
-
:
-1 ( ).
-2 ( ).
-3 ( ).
:
:

.
.

123

.
:

.
:


.
.
.
.

.
.

.
.
( ):

.
.

.
:
.


:
.
124

:
: ( ):


.

.

.
:


.
:
...
:
().


.

: ( ):


.

.

125

:
: ( )
() .
( ) :
: ( )

: .
.
: .
: : :
:

.

: :
.
: :
( ).
.
:
:.
: - -

: .
: .
:
:.
: - -
: !
126

:
.
.

.
.

( )
: : :
( )
.
:
: .
:

.

.
:
.

:
- :
: .
- :
: .
- .

127

: ( ):

.


.
.

.
.

:


.



. .

.
.

128

.

.
.



.
.
.

.

:


.

.


.

:

.

129

.

:
.
( )100=425 ( .)120=430

.
:
-1 .
-2 .
-3
-4 .
-5 .
-6 .




.

.
.
.

130

131

0 1

132

.


.
.

.

133

134

: :




.

:

.

.
.
.
.
.

.

:

:

( )1 :



.
135

( )2 :

.

( )3 :


.
:
.1
.2 .
.3
.4 .
.5 .

.1

.2


.3

136

.4

.5

.6
.7

.8

/
.

.
.
.
/ .
/ .
/ ,,
.
/
.
/
.
137

.

.

( ... . . ( .
.
.
.
.
.
.
.

.
.

( )
.
.
138

.
.
.
.
.
.
.
.

:
:
.
.
.
.

.
.
.
.
.
.

:
.

.
.
139

.
.
.

...............................................................................................................................
...............................................................................................................................
* :
...............................................................................................................................
...............................................................................................................................

.

80
.

,
,
:

140

.

.

.

.
.

:
.
.
.
( ) .
:
.
.
.
.
:
-1 .
-2 .
- 3 .

141

-4 .
-5
.
- 6 .
- 7 .
- 8 .
- 9 .
:
.
.
.
.
.
:
.
.
.
.
.
.
.
.

" "

142

,
.



:
:
.
:
.
: .

:
o .
o .
o .
o .

: . : . :
.
.

143

.
.
.
.
:
.
.
.
.
:
.
.
.
.
.
.
:
.
.
.
.
.
.
.

.
144

:
.
.
.
.

.
.

"

,
".

:

.
.
.
.
.
.

145

:
.1 ( )Concept only Map
.2 () Link only Map
.3 ( )Propositional Map
.4 ( ) Free range Map

:
.1 Hierarchical Concept Maps
.2 ( ) Cluster Concept Maps
.3 ( ) Chain Concept Maps

, ,
, .
( ) ,

.

, ,
.

146

, ,
.

( ).
(
).

...
.
.

:


.

.

.

147

.

.
.


.

.
-10 .
-11 ( )
.
-12
.
-13 .
-14
-15 .
-16 .

(
,)1995:
-1 : .
-2 : .
-3 : .
148

-4 : .

149

150

Case Study

( )
( )
.




.

151

.
. 1
.
.
.
.

152

" "
.
.
. " "
. .


. -
.

.

" " . :
-1
-2
-3 .

.

.
.

.
:
-1
-2

153

-3
-4
-5


.

.
.
.


. . .

. " "
.
.

.

" "
.

.
.

154

.
.
:
.

.
.

.
.
.
.


.
.
.
.
.
. .
.
.
.
.

155

.
.

.
:1


-----
-----
-----

-----
-----

- - - - -

156

: 2
/ .

. .
/ .

.

157

:3

-1
-2
-3
-4
-5
-6
-7

-8

.
.
.
.
.
.
" " .
.
.

158

.

. .

.
2 .

()

()

159

.
:
o
o
o
o

() .

.
:
-1

-1
()

.
.
() .
.

.
. 3
.

160

:
-2
-3
-4

-5
-6
-7
-8
-9
-10 /

-11
-12
:


.
.

.

161

.
:
-1
-2 ( )
-3
-4
-5
-6
-7
-8


.

.
.
:
o
o

o

o

o

162

.
.
1 .
: .
: .
: . :
-1
-2
-3
-4
-5
: .
.
:1

163

.

.
.
.

. .

.
.
.

-1
-2
-3
-4
-5
-6
-7
-8
-9

-1

164

-2
-3
-4
-5
-6

165

.
.
.
.
.
.
.
:
-1 ( )
-2 ( )
-3 ( )
-4 ( )
-5 ( / )
-6 ( )
)

"" . : .
:



.
.

166

-1 " " :

.
-2 :

.
-3 .
-4
-5 :
.
-6 :
. . .
-7 :

.
:-8 :
.
:5

.
.
-1
-2
-3

167

-4
-5
-6
6
.
.
/ .
.
.
() .
.

7

.

168

( ) Brain Storming



.

( ) Brain Storming :

.

.
( ) " "
()
.
.
( Osborn 1963 : )1999
( Osborn 1963 : ) 1997
:
)1 :

.
)2 : .
)3 : .
169

)4 :

.
( )Davis 1986 ( )
:
)1 () :
.
)2 :
.
)3 :
.
)4 :
.
)5 :
.
( )A. Rochka 1989 :

:

( )12-10



( ) .

:

(

170

) .

.

:
.
( ) :
-1

( ) .

-2

( ) .

-3

-4

-5

-6 .
:
-1
-2
.
-3 .
-4 .
.

171

,
:
-1 .
-2 .
-3 .
-4 .
-5 .
-6 .
-7 .
-8 .
.
:
.1 .
.2
.
.3 .
.4
.5
.
.6
.
.7 .

172

.8
.
.9
-10 .
11

:
1 .
2 .
3 .

.
.
.
: ,
. .
:
.
.

, \ .

:
.
.

173

%90
%10 , .

:

0

:
:
( )0 0 ( ) 0 ( - - 000 - ) 0 ( )
0- 0

:

:
174

.1 0
.2
0
.3
0
.4

0
.5
0
.6

0

:
.1
0
.2
0
.3
.

175

176

Effective Teaching


/
.

:
:

.

.
.
.
.
.
:


:
177

: :
o
o
o

:

/ .

Intelligent learning environment
:
Co- Learner
Multimedia

.1 Opportunities
Learning .
.2

.3
.
.4

178

.5

.6
? Know what & Know how
.
.7


.

()1

:
.
.
.
.

.

179

: Small Groups



:
Collective learning
Collaborative learning
learning communities
Cooperative learning
Peer Learning
Peer Teaching
Work Groups
Study Groups
Study Curcles
Team Learning



.

:

:

6 4

.

180

Equal opportunities for success

.


.


.


.
.


.

()2

181

:
:
( )1

( )2

Base Groups

Informal Groups

( )3

( )5

Representative

Combined Groups
( )4
Reconstituted Groups
( )

182

.1 :


.

.2 :






.



.

.3






...
183

30 10

.4 :


:
G.E

G.D

G.C

G.B

G.A
1
2
3
4
5
6

( )1 .... 23

.

.5 :


.

184

185

-:

186

187

188

189

190

191

()3
:
.
.
.
.

:

-:
" : -:
-6

.
-7
.
-8

.
-9
-10

-11

192

: : -:



:
.
:

. Learning Contract
.

.




.
.
.
: : :


.

193

()4

.

Evaluating Group work

: .
-1 Formative Evaluatin :



.
.
-2 Summative Evaluation :


:

.

194

* *
* *

Feed- back
.
195

:
:


.
:
Progress Reports:

.

- Quezzes:


.
- :

nots -taking skills



.
- :

.

196

:
.1
.2

.3
.4
:


.
.

.
:
- :

.
- :



.

197

- :


.
- :





.
:

.
:


.

:
.1 .
.2 .
.3 .
.4 .

198

:
.

.




.
.

.
:


.
.
.

199

Individual self- Evaluation Form

1

4
-1
-2

-3

-4

-5

.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
....................................... : ................................. :

200

Group Evaluation Form

.

:
-
-
-
-
- .
- .

..................................... :

.....................................
.....................................

201

Teacher observation Form

................................. :

............................................

............................................

............................................

............................................

................................. :

.........................................

.........................................

.........................................

.........................................

............................................

.........................................

............................................

.........................................

............................................

.........................................

............................................

.........................................

202

?How we Worked Together

.
.
.................................................................................................................................
.................................................................................................................................
..........................................................................................................................
:
.................................................................................................................................
.................................................................................................................................
..........................................................................................................................
( ) :
.................................................................................................................................
.................................................................................................................................
..........................................................................................................................
What I Learned in this project
:
.................................................................................................................................
.................................................................................................................................
:
.................................................................................................................................
.................................................................................................................................
.

203

.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.
.................................................................................................................................
.................................................................................................................................
.
.................................................................................................................................
.................................................................................................................................
.
.................................................................................................................................
.................................................................................................................................
Weekly Progress Report
.

.................................................................................................................................
.................................................................................................................................

.................................................................................................................................
.................................................................................................................................

.................................................................................................................................
.................................................................................................................................
:
.................................................................................................................................
.................................................................................................................................

204

:
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
:
.................................................................................................................................
.................................................................................................................................

................................. :

.................................
.................................

205

:



.



.
:
:






.


.3

206

.
.4 :

... .
.5 :


.

207

0
-1 : .
-2 : :
-1 .
-2 .
-3 .
-4 .
-5 .
-6 .
-7 .
-8 .
-9 .
-3 :
.
.
-4 :
-6 .
-7 .
-8 :
-1 .
-2 .
-3 .
-4 .
-5 :
-10.
-11 .
208

-12 .
-13 .

209

Co-oberative Learning
1 1
-14
-15 5

-16

-17

-18

210

2 ( 1 5)
-2

: , ,

3 ( 1 5)

211

, ,

4 ( 1 5 )

212

213

5 ( 1 5 )
-2 .

6 1 5

( )





214

7 1

:

:

8 1

10

215

216

:

:
( , , , ,
)

:




,

:


.
217

9 1

218

,

1 ,




2
3
4

, ,
, ,
, (,)3-2 ,

, ,
, ,

:
1

219

2
,
3



:
1
2
3

, , ,
, .
,

,
. :
,
, , .
, ,
( )

220

1 2

2 2

221

: ,

.
()
.

,
,

3 2

222

:
1 :
2 :
:


( )


3

4 2
:

223

1
.
,
2 . :

,

3
( , ,
, , , ,)
224

4

5

6


7

8
(
)
5 2

225

.3 :
.4
.5
.6
.7
:
.2 ,
,
.
.3 , ,
, , ,
,
.4 , (
)
6 2

:
226

7 2

.5
, ,
,
,
.6 ,

227

.7

.8

.9
.

,
,
( ) ,
:
1 2

,


8 2

228

,




,
, ,
.

.
9 2

229

:
.3
.

.
.4 :
.5 ,
.6 , .
.7 :
.8 ,
.
, ,

10 2

230

.1 : ,
.
,
,

,

.10
.11
.12
.13
.14
.15
11 2

231

1 3

232

:

.16
.17








233

:
:
:

:

:

2 3

:



234

3 3

235

:


:

4 3

,

236

,


,


,

,


, ,

5 3

237

1 2

6 3

238

:
:



:
:

:
-1
-2
-3
-4
-5
-6
-7
-8

-9
239

-10
-11
-12
-13
-14
-15

240

.


:

.
.



html .

:

:
1-2 :


.

.

.
241

(

).

.
)) PC viewer

resolution
resolution .
.2-2 :

.
.
.

.
windows
windows

power point .
3-2 :
internet

. home page

242

. .
(/// ../ ) <


.

.

.
-4 :
help
-

.
1-4 story board:

. dos
.
: ()
pict format
raster bit map
windows
.
243

2-4 author ware

.


..
.
3-4 macro mind director
author ware
quick time movies

.

.
4-4 power point
Microsoft windows
power point Microsoft office
..

.

) ) .
244

5-4 html


html .
..
:
-1 ( home page
).
-2 platform independent
.
-3 ()
( GIF files JPG
files
).
-4 ( )..,MOV,AVI,MID,WAV,AU,JPG,GIF
.
-5 1995 html files
.
-6 html home pages
.. .

245

-7
home page
.
-8 .
-9
<
-10
working group
.
html

.
.
-4 :

:
:

.
.2

.3

246

.
HTML home pages

.
:
-
.
- ( -
( ).
- .
- video conferencing
.
-
.
.4

:
.
home page
(
).

247

home pages
.

()
.

248

.



.
.

. .

.

249

.
.

250

Instructional Strategies
)Summary(
The main aim of the present training material is to shed light on some
teaching strategies that are closely related to current teaching practices in
our universities. In view of the present efforts aiming at improving these
practices, the following strategies were dealt with: lecturing, using
questioning and problem - solving.
The introduction dealt with the factors affecting the choice of a
particular teaching strategy, its position in the teaching system together
with a general outlook at the various teaching strategies and to what extent
these strategies are teacher - Centred or learner - Centred .
Depending on the fact that the lecturing strategy is the most
Commonly used in university teaching, it was dealt with in detail including
its definition, its merits, how to prepare and present it as well as the role of
the teacher in each step of the lecture and in each procedure. Moreover, the
problems pertaining to the lecturing strategy were pinpointed in addition to
how to improve this strategy
The use of questions in teaching was brought into faces with regard
to the importance of questioning for both the teacher and the learner.
Questions were classified according to the type of response, the level of
thinking they provoke and what the probe with sufficient examples for each
case. The strategy was elucidated beginning with thinking of the question,
how to phrase it up to how the teacher can deal with students response .

251

The third strategy dealt with was the problem solving strategy. Its
definition, meaning, types and the procedures employed in using it together
with The moves and acts, the teacher has to perform in each were covered
in minute detail.
The training material was inaugurated with the instructional
outcomes, which present an end in view. It was supported with a rich
theoretical background including varied training activities comprising
discussions about related issues and analyzing real cases. In addition to the
trainees were assisted to construct evaluation tools to use in self-evaluation.
Industrial Grouping: Small Groups and Individuals
The present topic aims at determining how to implement teaching via the
use of small groups. It also reasserts the importance of autonomous
learning.
More importantly, small groups were covered with regard to their
construction; their types include informal groups, combined groups,
reconstituted groups, base groups and representative ones. The aims behind
each type of groups were discussed and how to help the university teachers
achieve them was also pointed out.
The present topic also reasserts the importance of individualized learning
which is an essential style we are in need of these days to cope with the
rapid changes which have pervaded all the aspects of our life the topic also
pinpoints how to develop individualized learning for students to assist them
in continuing their professional development other graduation and hence
improve their performance.

252

1995 :
) ( .
1997
1 :
1995

2001
Barbara Gross Dauis , Tools for teaching san francisco, 1993.
Barrie Bennett & others, cooperative learning, university of Toronto,1991
Beckman, M. collaborative learning preparation for the work place and
Democracy
Bobartken & others Getting IT All Together, Canda , jessica M. pegis , 1993
Baiud W.jo Hanson & Roger T. johnson , learning together and Alone , Fourth
Edition , Boston , Allyn & Bacon, 1994
Paul D.Eggen & Donald P.Kauchat , Strategies for teachers , teaching content
and tninking skills, third Eduction ,Allyn Bacon , 1996
Ritasmilk estein, A Natural Teaching Method Based on learning theory in
Gamut A Forum for teacher and learners, washington, seattle community
college, 2002
Robert E.Salvin , cooperative learning Theory , Research, practice , second
Edition,Allyn &Bacon , 1995
Storm, Sharon, The Knowledge Base for Teaching ERIC N: E D 330677, 1991
Wright, W.A., Teaching Improvement practices, Bolton Massachus etes : Anker
publishing company, Inc, 1995

253

Students Evaluation

254

Students Evaluation

Outcomes


:
.
: .
.
.
.
.

.
Portfolio .
" " .
.
.
.

...
.

255

Accountability
.



- -

.

-:

Assessment Evaluation ...
... ...

.

256

.. ..
...
.
...
... ...


.
.
.
.

valuing

.
Individualized
( - ) ....
: ... ...



257

...
.

-:
.
.
Value Judgment
Norms Criteria .


.


.

Measurement . Tests
:

-:
..
...
.
...

258

...
.

( )1 Pre - Evaluation
...

:
Prerequisites

""


.

( ) 2 Formative Evaluation

Reaction Feedback


Quizzes
.

( ) 3 Diagnostic Evaluation



. Remedial Teaching

259

-:
-

( )

( )

( )

( )

( )

( ) 4 summative Evaluation
- -




.

260

( ) 1


.

. . .

Authentic Evaluation

261

-:
.
.
.
( ) .
.
.
.
.


.
- performance - Alternative

.

:
.
.
.

.
.
Open
Ended Questions Quizzes Portfolio

262

Extended Tasks .



.


.

.
.
.

.
.

263

:

:
.
.
.




.

...
.

Placement
*
* Monitoring
Accountability
*


.

264

( )2 .

.
..

.

.
:
- - -
.
-:


.

265

.. ....
.
: Planning
..
Evaluation Mode
: ... ........ ....
...

: Standardization
....
.... .... .... ....

: Validity

Appropriateness Meaningfulness
Usefulness .
: Reliability

Consistency .
266

: Comprehensiveness

.
: Working Together
Evaluation Team
.
: Continuity
( )
( ) (
) .
: Practicability

.

Good Evaluation

( )3
267

..

.. ..


10
.

.

268

:
Teacher Made





*.
: : Paper Tests Pencil


.


.
:
Norm - Referenced Test

.
Criterion - Referenced Test

.

269

" "
.
.
.

:
.
( -
. ) ................ -

( - - )....... -
()1

6
4
7
17

4
3
2
9

2
2
4

10
9
11
30

: -Essay Short
Answer - Completion -Multiple Choice True
- False Matching . Reorder

Supply Response . Select Response
270

.
.
.

.
-:
.
.
.
.
.
.

.

.

271

(
) .
.
.
.

.
.
.
.
.
.
.
.
.
.
.
.
.
: : Oral Tests and Discussion

- -

272

.



.



.





" " U- Shape Seating Pattern
. Circle Seating pattern


.
:
-1 .
-2
.

273

: : Observation of Student Work

:
. Documentation


Learning Prescription

.

Walk-Around
Informal

.

Actions
Rating Scales
1 2 3 4 5 1 2 3
.

" " .

274

( - - -)

: Reports , Themes and Research papers

.


Software

Scoring Rubrics .
-:
* 4 : - -
- .
* 3 : -
- .
* ...............................................................................
* .............................................................................
* .

* -

Rubrics
Benchmarks

.
-:
275

.
.
.

.

Evaluation Contract .
: Group Evaluation Activities



Quizzes
.
Learning Community



.
peer Evaluation



.


-:
.
276

Rubrics
.
.
.
.
: Journals and Logs :

Self Report
..
.




.
:
-1 :

.
-2 :
.
-3 :

.
-4 :

277

.

Review Tutorial
8 - 4
.


.
Logs


.
. Self Evaluation

:
Quizzes

Discussion

Journal

Log

Research papers

Peer Evaluation

Portfolio

- .

278

: Student portfolio


.



.
Portfolio Port Folio



.



.



:
-1 .
-2 .
-3 .
-4 .
279

-5 .


.

:
-1 : Presentation portfolio

.
-2 : Learning portfolio



.
-3 : Evaluation portfolio



.


:
.
.
Self Reflection
.
.
280

.

:
-1 :
Portfolio Culture
-2 : / ....
/ .... / ....
-3 Pre- Contract Rubrics
-4
.
-5 .
. -7 .

( )


" "
.

281

:
-1
-2

-3

-4

-5

-6 - -

-7
-8 ..

..
. Rubrics
( - - -
- - - - ) ... Software
. - .

282

... :
l ( ) .....
l
l
l ( -
- ) .....

% 10
% 50

% 25

% 10

% 15

% 40

Subjective

:

283

..



() ()
% 30
letter
- Grade System
: 1 2 3 4 : 90
.................. 70 80 .
Absolute
Grading standards
:
( ) % 90 : ..........................
( ) .......................... % 89 - 80 :
() ........................... % 79 70 : ... .

Leniency
Relative
Grading
.

284

....
.
% 85

% 90

% 90

% 85-89

% 75-84

% 89 - 80

% 80-84

% 74 - 65

% 79 - 70

% 75-79

% 64 -50

% 69 - 60

% 74 - 70

% 39-49

% 60

% 65-69

% 64 - 60

60

% 30

%


: ....

.
......... .........
285

.........




.

Row Scores
.
22
25 .

Frame of Reference

:
: Self Referenced System :


.

Individual Referenced

.
: :
Norm-Referenced System


286

" " " " Norm-Group

.

: : : Criterion-Referenced System



Content-
Referenced Domain Objective

7 10 Quiz
:
6 . 7.5 . - % 80 .

Holistic

Frequency Distribution Central Tendency
Mean

Median Dispersion Correlation

coefficient
.

287

Atomistic Analysis
Item .


Items Bank
.
.. ..
-:
.

. Logs

. Rubrics

portfolio

-: . Test Open Book

. Take Home Test
. Test yourself
Computer-Oriented Test
. Seen Test

( :
- - - - -
- ) ... .



As ............ . Bs
288

Portfolio ..
.

289

Students Evaluation
( summary )
This training material introduces participants to critical issues related
to student evaluation such as goals , guiding principles , methods ;and data
analysis and interpretation .
In order to achieve this the material define the basic terms : assessment
, evaluation , and pre-,formative , summative and diagnostic evaluation. the
material highlights authentic evaluation as a new approach in the field of
student evaluation .

This training session sheds lights on the different purposes of student

evaluation process serve in taking decisions about learning and teaching . It
also deals with the guiding principles for building evaluation tools such as
validity , reliability , working together and practicability .

Moreover training material focuses on important evaluation tools ,

such as paper - pencil tests , oral tests , observation , reports , themes ,
research paper, group evaluation activities , logs and journals .Another part is
devoted to the discussion of portfolio as an alternative evaluation tool . This
part discusses different types of portfolios , how they can be used and some of
the challenges face teachers using portfolio .

290

The material briefly comments on grading students and how to use data
obtained from grading systems to make decisions .
The training material is structured in a way so as to introduce
participants first to the instructional outcomes then to involve them in a
variety of activities that will help them discuss and reflect on important issues
related to evaluation. Finally , there is a list of references participants can use
to further investigate the issue of student evaluation .

291

:
( ) 1999 : .
( ) 1998 : . ( ) 1995 : . . . )2000( . : .
( ) 1999 : . ( )2000 - : .
( )2002 : .
( ) 2004
18-15 : . 2004
( )1992 ( )21 . ( ) 2001 - : .
( ) 2001 : .
( )2002 - : .
( )1992 : . ( ) 2002 : . ( ) 2000 : .292

. : ) 1997 ( : :
- Charke, D. )1996( . Assessment . In : Bishop, A.J.et al. ) Eds ( .
International Handbook of Mathematics Education. Part 1. Dordrecht :
Kluwer Academic Publishers.
- Cole, K. )1999(. Walking Around: Getting More From Informal
Assessment Mathematics Teaching in The Middle School, 4)4(.
- Hart, D. )1994( . Authentic Assessment : A Handbook for Educators.
California : Addison-Wesley Publishing .
- Lambdin, D.V. & Walker, V.L. )1994(. Planning for classroom portfolio
Assessment, Arithmetic Teacher ) Feb( .
- Linn, R.L. & Grolund, N.E. )1995( . Measurment and Assessment in
Teaching. 7 th ed. New Jersey : Prentic: Hall , Inc .
- Nitko, A.J. )1996(. Educational Assessment of Students. New Jersey :
Prentic-Hall, Inc.
- Ornstein, A.C.& Lasley, T.J. )2000(. Strategies for Effective Teaching.
Boston : McGraw Hill Companies, Inc.
- Salvia, J.& Ysseldyke, J. )1995( . Assessment. Boston: Houghton Mifflin
Company.
- Tille, C.K. )1994( . Toward an Educational Psychology of Assessment for
Teaching and Learning: Theories, Contexts, and Validation Arguments,
Educational Psychologist, 29 )3(.
- Waterhouse, P. )1990(. Classroom Management. Stafford: Network
Educational Press.

293

" "
Teaching Evaluation

294

Teaching Evaluation

-:
.
.
.
.
.
.
.
( )
.
.
.
.
.
.
The evaluation of teaching:
.

( ) 210 : 12
"

.

295

Teaching Evaluation Models )14:
)477
:
.

.
.
.
.
.
()1

:

:


.

.

296

:



.......
( ) :
(
)
153 : 13 ( .
) 154
() 2
:




:

.
.
.
( .) 155: 13
:
.
.
.
297

()3

:
-:
.

.

.

() 4

.

..............

298

* "
" ) )The Objective Structured Practical Examination-OSPE

process product
performance

checklist

.
Analytical Approach

Feedback ) 155 : 13 ( .
:
.
.
.
.... )477 :13 ( .
.
()5
"

: Students Learning Evaluation

.
( ) 479:4
"

299

.
:

.
Criterion Referenced


.
( )

( )483: 14
: .


" " .

.


-:

300

:

( )
:

-
- .
- .
- ( ) .

.

.
.
() 6

:


.

301

: ( )


.

.
(. )77:7

/
.

.

.
.


:
.
.
:

302

( )7

()8

:
:


.

.

( )


303

( )
.

( )




( .) 78 77 : 7
()9
:
( )

:
:

.

.

...

.

304

...

.





.
"

) 79 78 : 7 (".....
()10


:
..

:

-:
:



305

:





(
( ) 592 : 15
()11


:

-:


.

) 88 87: 7 ( .

306

"

"

()12

:
:
( )


: ....
.
( )13


:
.
.
.
.

307

.
.

:
performance Tests :
:
.
.
.
:
( ).......
( : )
( : )......
:
.
.
.
.
.
:
( ) Free response questions
restricted responses
:
.
.
.
308

:
.
.
.
.
() 14

.
:
.
.
" : ".
:
".
.
()15




-:
.

309

.
(
) .
.
.
:
: -:
.
.
.
.
.
.
(
) .
.
: :
.
.
.
.
.
( ).
( : ).
.
.
.
310

:
:
" " " " "
" " " "
" " " . : " "
" " " " " " "
" " " " " " :
" " " "
" .
:
.
.
.
.
.
:
:
" "
.

.
:

311

.
.
:

:

( )16

.
-:

.
.

.

...

.

.

.

312

( ) 17

:

( ) ( ) .

() ( )
.
" " :
.

.
.
. " " " " .

.
.
( )18

313

-3 :

/ /

. .

( )

.

.
" " :
.
" .
.
.
.
.
" " " " "
" .
.
( ) ....
314

( ) 19
( )

:


.



" "
.
" " :
.
( )
. ( )

.

.

.

315

( )20

:
( )
.
: .

.
:
.
.
.

.
.
( ) 21

-:
-:

.

316

.

.

-:
. . ()506:3 :
-:
.
.
.
.
: :
) The Diagnostic Prescriptive Teaching. )D P T
" Instructional Treatments

.
: :
( )
.

317

.
-:

.
:
.
.
.
.
Misconceptions .
.
.
.
Learning Prerequisites
Prior Knowledge .
.
.
.
.
.
.
) 238 :4 (.
:
Clinical Interviews
318

. Observation
)Diagnostic Tests) 340:4 .
:
....
(
Criterion Referenced Tests

-:
-

.
.
.
( - -)
.
Task Home Tests .
.
: :
Corrective Teaching
:
. Books Alternative
Exercise books - Booklets
. Flash Cards
. Instructional Technology
. Small Cooperative Groups
. Modeling
319

. Reteaching
:




.
( ) 22
:




:

.

( :

) 202 197 :

:
.
.
.
.
:

320

:
.
.
.
.
.
1 :
( ) .
:

.
.
.
.

.

.
.
.
.
.

321

2 :

.
.

.

.
.
.
.

.
.

.

.
.
.

322

3 :
( ) :

.
(
) .

.

.
.

.

.

.
.

.

.

323

.

.

.

.
.

.

.

.

324

4 :
: ( ) .

.

.
.

.
.

.

.

.
.

.

.

.
-

325

:
( ) .

.

.

.
.
.
.

.

.

.

.

326

-:
*

Teacher made test :

.
:

( )
:
( )
.
.





" " Brain Storming

327

.
Teaching Evaluation
By the end of the traning session the trainee should be able to
determine the concept of teaching evaluation the trainee should also be able
to determine the aims behind this evaluation and analyse the different
approaches to university teaching evaluation . Moreover, s/he must be
capable of encompassing the different aspects of evaluation in addition to
gaining insight into how to evaluate the practical skills and the practical
competencies related to university teaching . the trainee should also be able
to determine the different phases of teaching performance on the university
. level
By the end of this training , the trainee should also be able to analyse the
different viewpoints of the staff members showing his own position whether
as a supporter or an opponent. S/he must be able to envisage the expected
future performance of the university, the obstacles facing it as well as the
demerits of traditional examinations . the trainee should also be able to
determine the specificafions of the examination paper and how to set
questions measuring the various levels as well as how to benefit from these
questions analysis in improving teaching

328

:
.
1992 )27(

:
1994
: 1983
: 2001
:
/ 1994 )5(21

.1992 )47(8

.1994

/ .1994
:
1992)48(8

( )52 (1994)15
: 1992
: 1986
:
2002

329

:
1999
:
Bedwell, L.E., et al., : Effective teaching. Preparation and
Implementation, spring Field, Illinois : charles C.Thomas publishers,
1991
Eggen, P.D. & Kauchak, D.p: strateges for teachers. Teaching content and
Teaching Skills . Boston : Allyn and Bocan . 1996
Good, T., prophy, J: Looking in classrooms . langman . N Y . 2000
Marsh,H.W. Students evaluation of university teaching : dimensionality,
Validity, reabiality , potential biases and utility . J. of Educational
psychology, 76 )5( ,1984
Murphy . N. Helping perservice teachers Master Authentic Assessment
for the learning Cycle Model in : Behind the Methods class Door , schfer.
L. )E D (. U.S.A: ERIC clearning House for science, Mathematic and
Enviromental Education, 1994
Waxman, H.C.and walberg, H.J: New Directions for Teaching practice
and Research. McCutchan publishing, Berkeley C A . U.S.A,1999

330

Continuous Professional Development

331

Continuous Professional Development

-:
.
.
.
.
.
.
.
.
.
.
.
.

.
.
.
.

.

332

-:
.
.
.
)32 :1(.
" "Kell
:
Professional Training

.
Professional Education

(. )23:8
-

Professional Support

()27:5
()1

333

.


.

.

.

.



.......
( .)126:3

334

( )

:
.
.
.
.
.

( )
/ .

() 2
:

:

-:

( ).
.
.
335

.
(
)3

-:
Flexible Professionalism

.
Practical Professionalism

.
Extended Professionalism

. Distended
Professionalism

Complex Professionalism

.
/

...Ethical / Moral p

()38:5
() 4


336

) 112 108 : 5 ( :

.
:
( ) :

.

()1
Concrete experience

()2

()4
Active Experimentation

Observation & Analysis

()3
Ahstract Reconce Ptmalization

337

:
.
.
.
.

Conscious orientation toward problem finding

()5

:
Observation
Performance .
.
.
Theories in use
:
" " Fix it
:

338

.
.

() 6



) 65:5 ( :
- :



-:



-:




:



339

()7



** )185:5 ( :
.
.
.
:
Rationale

.
.
.

Purposes
.

.
.

()8

340

*** )64 63:5 ( -:


.

Critical friendship

Mutual observation
Work - shadowing

()9


-:
.
:
:
" "
:

.

341

.
.

.
.
()10

)

"
" :

.
.
- .

.

342

()11



:

)1994:4( -:
.
.
.
/ .
.

.

.
()12


-:



( ) .
343

( )13

( )

:


.
) 133 :1 ) :

.

.
.

.
() 14

344

.


.
"
" .


.



.
.

345

.



.
:

.

.

.
( ) ( )
.

.

.

346

.
.

.

.
.
.


.


.

.
.


.
.

347

.

.


.
.




.


.



.
.

348

.


.
.





.


.

.
.


:

349

.
.
.

.

.

.

.
.


.

350

.

.

.


:
( : ).....
.
.
(. )....

:

.


Brain storming
.

.

351

Continuous Professional Development

The lecture showed the significance of professional development for
university staff members . this sort of development is part and parcel of
improving university teaching as it helps promote the teaching skills of the
university staff member . It was shown that the needs of the staff members
for this development is a must . then the characteristics of professional
development were indicated these characteristics included flexible
practical, extended, complex and ethical professionalism Moreover, by the
end of the program the trainees should be able to determine in depth- the
concept of professional development, its importance , how to analyze its
components and Know its interrelated phases. S/he should be able to
comprehend the cyclic phases of development with special emphasis on how
to benefit from prior experiences through observation, study and analysis .
To achieve this , the current practices should be criticized then comes the
phase of observation, next the phase of inference and constructing the
concepts and finally active experimentation . Thus the trainees can become
able to benefit from these experiences in improving their professional
development. Moreover, the trainees are exposed to how to plan
professional development taking into account the aims of planning the
program, evaluation, cast and timing . Finally how to set a suggested
proposal for achieving this development through the center of developing
staff members and leaders abilities is dealt with.

352

:
:
.1994
:
1994

1995


.1994
:
2002
Glover, D., and law, S., Managing professional Development in Education,
London, Kogan page Cimited, 1996.
Hargreaves,A.and Goodson, 1., Teachers prefessional lives : aspirations and
actualities, in: Hargeavesm A,and Goodson, 1., )eds.(, Teachers
professional lives London, Falmer press,1996.
Hopkins, D.,and et. Al., Improving the quality of Education for all,
London, Davie Fulton publishers, 1996.
Little, J.W. Teachers professional Development in a climate of
Educational Reform , Educational Evaluative and policy Analysis,
1993.

353