Saudi National Day

    Saudi National Day

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    Saudi National Day

    Saudi National Day

    Saudi National Day

    Saudi National Day

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    Saudi National day

    Saudi National day

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    Saudi National Day

    Saudi National Day

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    Explore and Share Your Creative and Innovative Traits in the Classroom

    Dr.Emad Oddtallah (AdvancED Global Conference 2014)
    Do creativity and innovation have a place in the curriculum?
    A balanced-curriculum might be considered to include:
    – Communication / literacy in the mother tongue – Communication / literacy in the language of instruction of the school
    – Communication / literacy in foreign languages
    – The development of Mathematical, Science and Technology competences
    – Social, cultural and civic awareness and expression.
    – Developing an informed sense of self in place and time starts with local.
    – Developing global awareness.
    – Creative, artistic, enterprise
    – Physical education and sport Balance of activities as well as other subjects…

    What is it that we can use in our classrooms to enhance teaching and learning?
    Creativity is possible in every discipline and should be promoted throughout the whole of education [Ken Robinson, 2011]. Learning to learn [including digital / information literacy] should be infused in all disciplines not a separate course Curriculum Coherence: The whole should be more than the sum of its parts.
    Visible Learning: Excellence in Education: When teachers see learning through the eyes of the student. When students see themselves as their own teachers.
    Teachers are among the most powerful influences in learning. Active and guided instruction is much more effective than unguided and facilitative instruction. Teachers need to:
    – be directive, influential, caring and actively engaged in the passion of teaching and learning
    – construct meaningful experiences in the light of what each student is thinking.
    – have proficient knowledge and understanding of their subject to provide meaningful and appropriate feedback
    – know the learning intention and success criteria of each lesson and how well they are attaining these and where to go next
    – teach for transfer…relating and extending ideas
    – create a learning environment where error is welcomed as a learning opportunity
    “The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” Seymour Papert.
    A word from the Minister for Education, Singapore: “Ultimately, education is not what we do to our children. Rather, it is what we do with them, and for them, to bring out the best in each of them, so that they grow up to embrace the best of the human spirit – to strive to be better, to build deeper wells of character, and to contribute to society.” (Mr Heng Swee Keat, Ministry of Education Work Plan Seminar, September 2013.
    21st Century skills

    Ways of thinking
    1. Creativity & innovation
    2. Critical thinking, problem-solving, decision-making
    3. Learning to learn, metacognition

    Ways of working
    4. Communication
    5. Collaboration (teamwork)

    Tools for working
    6. Information literacy
    7. ICT literacy

    Living in the world

    8. Citizenship – local & global
    9. Life & career
    10. Personal & social responsibility

    Motivated Teachers:
    – Motivated teachers know the skills on the future and prepare students to become long life learners.
    – Motivated teachers think about their responsibility to encourage learning and do what they can to make sure that happens. They don’t think that learning is only about remembering rules, or answering questions correctly, or filling in the gaps, or getting a good mark in the test. They understand that a strong motivational flow in their classroom produces results.
    – Motivated teachers integrate, align and connect to real life situations.
    – Motivated teachers are keen to learn & develop and they want other teachers to feel the same way because it’s good when teachers are learning and developing. They enjoy what they do and don’t see it as just a ‘job’. To the motivated teacher, teaching is a career; it is a profession rather than a Job and they do what they can to be good at what they do.
    – Motivated teachers try out new things with their students that they have found out about from interaction with other teachers. They look at what is current in education and look at how they can incorporate new ideas and new ways of teaching into their teaching without losing the integrity of what learning is about. They aren’t afraid to try things in their classrooms that might not work because if you don’t try, you’ll never know
    – Motivated teachers are interested in their students and want their students to be motivated so they do things in the classroom that will nurture that kind of philosophy. They talk to their students about why they are trying something new and what the perceived benefits will be to their learning so that their students develop an interest and a responsibility for their own learning.
    – Motivated teachers teach more than just the syllabus. They know that the individuals in their classroom all learn in different ways and that different things will motivate them. They know that beyond what has to be learned, there are different ways to learn these things and strive to give their students opportunities to learn in the way they want to.
    – Motivated teachers enjoy their career and this makes them better at it, which means that, for most of the time, real learning goes on, which is varied in content and relevant to the students and incorporates a rich variety of material, methods and instruction.

    What can I do to motivate my class?
    General Strategies:
    – Capitalize on students’ existing needs.
    – Make students active participants in learning.
    – Ask students to analyze what makes their class more or less “motivating.”
    – Incorporate Instructional Behaviors That Motivate Students
    – Hold high but realistic expectations for your students.
    – Help students set achievable goals for themselves.
    – Tell students what they need to do in order to succeed in your class.
    – Strengthen students’ self-motivation.
    – Be enthusiastic about your subject.
    Structuring the Course to Motivate Students, increase creativity and innovation:
    – Create a welcoming environment.
    – Modeling: Share your thinking with students; explain how you create or combine ideas.
    – Communicating expectations: Let students know that creative ideas are expected and welcome
    – Reinforcement: Applaud creative thinking, even (or especially) when an idea does not succeed
    – Work from students’ strengths and interests.
    – When possible, let students have some say in choosing what will be studied.
    – Increase the difficulty of the material as the semester progresses.
    – Vary your teaching methods.
    – Choice of the right tools for the pedagogical task matched with the proper assessment task
    – Exploration of how resources are managed and how interactions are facilitated
    – A rethinking of learning activities to ensure a match between discipline, pedagogy and technologies that the teacher has chosen to create the learning task.
    – AND The opportunity for learners to design and demonstrate their understanding
    – Emphasize mastery and learning instead of grades.
    – Motivate Students by Responding to Their Work
    – Give students feedback as quickly as possible.
    – Reward success.
    – Introduce students to the good work done by their peers.
    – Be specific when giving feedback.
    – Avoid demeaning comments.
    Literacies of a participative digital age include:
    1. Play — the capacity to experiment with one’s surroundings as a form of problem-solving
    2. Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
    3. Simulation — the ability to interpret and construct dynamic models of real-world processes
    4. Appropriation — the ability to meaningfully sample and remix media content
    5. Rapid task shifting — the ability to scan one’s environment and shift focus as needed to salient details.
    6. Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
    7. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
    8. Judgment — the ability to evaluate the reliability and credibility of different information sources
    9. Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities 10. Networking — the ability to search for, synthesize, and disseminate information
    10. Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
    11. Location awareness — the ability to use the new digital awareness of current and required positions

    6 skills necessary to succeed in future labor markets …
    1. Focus on mastery
    2. Tech-lingual
    3. Systems thinker
    4. Constructivist mindset
    5. Collaboration skills
    6. Lifelong learner

    – Engagement with problems through the manipulation of spatial artifacts.
    – A different set of conceptual tools may be applied by students to solve these problems.
    – More flexibility for student-generated narratives.
    – Opportunities for links to the ‘real’ world and for collaboration.
    – Learning the construction tools. – May require different approaches for students of different ages.
    – Aligning the learning outcomes to the problems/activities. – Need to reconsider the types of activities within the constraints of the technology platform.

    – Hattie. J [2009] Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement Routledge. Oxford UK.
    – Mr Heng Swee Keat, Ministry of Education Work Plan Seminar, September 2013
    – Cambridge School Conference –Singapore 2013
    – AdvanED Conference – Dubai 2012

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    What Is Accreditation?


    Accreditation is a voluntary method of quality assurance developed more than 100 years ago by American universities and secondary schools, and designed primarily to distinguish schools adhering to a set of educational standards. The accreditation process is also known in terms of its ability to effectively drive student performance and continuous improvement in education. But such definitions, though accurate, are incomplete.

    While accreditation is a set of rigorous protocols and research-based processes for evaluating an institution’s organizational effectiveness, it is far more than that. Today accreditation examines the whole institution—the programs, the cultural context, the community of stakeholders—to determine how well the parts work together to meet the needs of students.

    For many, accreditation is both a significant achievement pronouncing an institution’s quality of education, as well as a remarkably enriching process for the institutions recognizing the tremendous competitive and performance gains it affords. Sadly, some schools approach accreditation as a necessary imposition that they must endure to secure the seal of accreditation, and the quicker they satisfy the requirements, the sooner they can return their attention to running their institutions. But it is those schools and school systems that see the untapped transformative power in the process of accreditation that are able to build true capacity to improve student learning and make continuous school improvement a distinctive reality.

    It is the process of accreditation that yields the greatest continuing return for institutions. When approached properly, the internal self-assessment an institution conducts against a set of research-based quality standards can produce a wealth of galvanizing insights. Honest self-evaluation is unparalleled in its ability to uncover and bring into sharp focus special challenges for an institution that may not have been fully understood. The external review is the hallmark of the accreditation process, and like the internal self-assessment, it energizes and equips the leadership and stakeholders of an institution or school system to tackle those areas that may be thwarting desired performance levels.

    Accreditation is a force-multiplier. The process is a catalyst for transformative excellence, and AdvancED’s accreditation process is designed on a standards-based framework to feed continuous improvement and transform education on a global scale. Education providers of all types around the world use AdvancED Accreditation.
    •Elementary, Middle and Secondary Schools
    •School Districts/Systems
    •Postsecondary Schools
    •Educational Corporations
    •Digital Learning Institutions
    •Educational Service Agencies
    •Pre-K Institutions
    Accreditation is inextricably linked to institution and educational system improvement. The accreditation process asks institutions and systems to critically evaluate their vision, strategies, priorities, leadership, and programs and resources. The process of earning and maintaining accreditation provides institutions and educational systems with clear and compelling direction for implementing changes to move toward excellence
    AdvancED Standards for Quality
    Standard 1: Purpose and Direction

    Standard 2: Governance and Leadership

    Standard 3: Teaching and Assessing for Learning

    Standard 4: Resources and Support Systems

    Standard 5: Using Results for Continuous Improvement

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