Professional Documents
Culture Documents
( ) 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
- ( ) 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
:
: ( )
: ( ).
: : (
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: .
.
)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
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( )107:5
*
:
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11
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o .
o .
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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
-:
:
.
:
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:
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Creterion or Norm :
:
.
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14
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15
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()11
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.2 Student Organization
-:
18
- Instructional space
()12
-:
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.3 .
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19
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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.,
25
26
Instructional Skills
27
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67
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68
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Goals
Objectives
Content
Strategies
+ Activities
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Evalualion
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, Aims , Goals
( Objectives ) ,
.
Knowledge Society
.
77
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What You Have Told Them.
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83
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84
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.
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.
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,
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88
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.
.
104
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106
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107
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112
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113
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114
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Skills
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115
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118
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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
:
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: .
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.
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.
Portfolio .
" " .
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...
.
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
-:
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( ) .
.
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.
- performance - Alternative
.
:
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.
.
Open
Ended Questions Quizzes Portfolio
262
Extended Tasks .
.
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.
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.
263
:
:
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...
.
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
" "
.
.
.
:
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. ) ................ -
( - - )....... -
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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
.
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.
-:
.
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271
(
) .
.
.
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.
.
: : Oral Tests and Discussion
- -
272
.
.
.
" " U- Shape Seating Pattern
. Circle Seating pattern
.
:
-1 .
-2
.
273
" " .
274
( - - -)
* -
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 ..
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. Rubrics
( - - -
- - - - ) ... Software
. - .
282
... :
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:
283
..
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Absolute
Grading standards
:
( ) % 90 : ..........................
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() ........................... % 79 70 : ... .
Leniency
Relative
Grading
.
284
....
.
% 85
% 90
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% 75-84
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% 74 - 65
% 79 - 70
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285
.........
.
Row Scores
.
22
25 .
Frame of Reference
:
: Self Referenced System :
.
Individual Referenced
.
: :
Norm-Referenced System
286
: : : Criterion-Referenced System
Content-
Referenced Domain Objective
7 10 Quiz
:
6 . 7.5 . - % 80 .
Holistic
Frequency Distribution Central Tendency
Mean
coefficient
.
287
Atomistic Analysis
Item .
Items Bank
.
.. ..
-:
.
. Logs
. Rubrics
portfolio
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 .
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( .
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Teaching Evaluation
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327
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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
:
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1992 )27(
:
1994
: 1983
: 2001
:
/ 1994 )5(21
.1992 )47(8
.1994
/ .1994
:
1992)48(8
( )52 (1994)15
: 1992
: 1986
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2002
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Continuous Professional Development
331
Continuous Professional Development
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332
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)32 :1(.
" "Kell
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Professional Training
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Professional Education
(. )23:8
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Professional Support
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333
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334
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335
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(
)3
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Flexible Professionalism
.
Practical Professionalism
.
Extended Professionalism
. Distended
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Complex Professionalism
.
/
...Ethical / Moral p
()38:5
() 4
336
) 112 108 : 5 ( :
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()1
Concrete experience
()2
()4
Active Experimentation
()3
Ahstract Reconce Ptmalization
337
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Conscious orientation toward problem finding
()5
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Observation
Performance .
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Theories in use
:
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338
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Rationale
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Purposes
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Critical friendship
Mutual observation
Work - shadowing
()9
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341
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342
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343
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344
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349
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350
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( : ).....
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(. )....
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Brain storming
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351
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1995
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