مدونة معلم : بودكاست: تأملات حول الفصل التدريبي الماضي

مدونة معلم : بودكاست: تأملات حول الفصل التدريبي الماضي:   انطلق التدريب بدأ الفصل التدريبي الثلثي  الجديد 1444 وتم الاعداد للتدريبي للمكان ( القاعات ومكان العمل). .  تهيئة مكان للتفكير والاستراخاء...

انطلق التدريب

بدأ الفصل التدريبي الثلثي  الجديد 1444 وتم الاعداد للتدريبي للمكان ( القاعات ومكان العمل). .  تهيئة مكان للتفكير والاستراخاء والعمل يسهل على المدربين عملهم, مع تطبيق مبدأ البساطة وفق الامكانات والموارد المتاحة. الحمد لله الجداول والقاعات جاهزة. بسم الله نبدأ.

هناك افكار جديدة من خلال النقاش والحوارات مع الاخوة الزملاء . ان شاء الله نستطيع تطبيق بعضها بما يخدم العملية التدريبية ويسخدم في المقام الاول أبناءنا المتدربين. 

الخروج من العزلة المهنية

وقد قمت بسجل لقاء بودكاست مع زميلي الاستاذ احمد القحطاني قرب نهاية الفصل التدريبي الثاني 1443هـ  باللغة الانجليزية كتجربة. نحاول بشكل سريع الاجابة على ثلاثة اسئلة أساسية. 

1- ما تعلمناه؟

2- ما أستنتجناه؟

3- ما نسعى لتحقيقه الفصل القادم؟

  انطلاقا من مبدأ نشر ثقافة التفكير بصوت مسموع. اللقاء مسجل باللغة الانجليزية( لأننا مدربي لغة انجليزية)  وممكن تسجيل لقاءات باللغة العربية خلال الفترات القادمة. نهدف من خلال البودكاست تبادل الخبرات ونشر ثقافة البودكاست في المجال التربوي بشكل هادف ومفيد. تشجيع المشاركة في حوارات تربوية هادفة في محيطنا التربوي شي جميل.نتمنى أن نساهم فيه ولو بشيئ بسيط. مدة البودكاست 15 دقيقة.

Keep it simple, keep it basic.

New place , continue the journey 

books

visual walls

workshop tools

educational games and resources 

Samples of students work and portfolios

handouts and classroom supplies

snacks, coffee ,tea , and water

     The curriculum kitchen is back in another location. The place is still on organize mood, but we will built it as we go. We are still moving things ,and we are preparing for new ideas. A place where we think , act, and reflect on our teaching and on students learning.

     We are also working on an anther space in our general department building . We plan to create a multifunctional space ,with the help of our new department head Mr. Tariq Alzahrani and teachers in the department. A resource room for our general department and a space for workshops and training. We don't have a big budget so we will keep it simple and practical. We need to empty the room of the old office furniture, and start from scratch. Nothing fancy, keep it simple, and keep it basic. 

    

Sultan Mohammed interview part 1and 2 - 2011

 

TVTC Intensive English program for Technical College Graduates, Jeddah Saudi Arabia.

     This interview was recorded in 2011 with one of our students. We try through these interviews to help students reflect on their learning and to take ownership of their learning and to feel a sense of partnership in the learning process.

Sultan blog website: http://theeb-s.blogspot.com/

Teacher sharining, learning and reflecting

students portfolio quick review - week 10

Student: Mohammad

Teacher: Hakim

Level: A1

Semester: 1

Year: 2019 - 2020

Student portfolio quick review - week 10

Student: Hashim

Teacher: Juinad 

Level: A zero

Semester: 1

Year: 2019 - 2020

students portfolio check list

An organized , goal-driven documentation of student's effort, learning growth and achieved competence.

student's portfolio quick review - week 10

student portfolio:
An organized , goal-driven documentation of student's effort, learning growth and achieved competence.

Student: Omar

Teacher: Musa

Level: A1

Semester:1
Year 2019-2020

Student's portfolio quick review - for week 10

Student: Fasial
Level : A1
teacher: Hussain
Subject: reading and writing
Semester :1
week : 10
2019-2020

Quick students portfolio review - week 10

Student: Ibrahim
teacher: Omar
Subject: reading and writing
Semester :1
week : 10
2019-2020


Students are organizing their learning through using the portfolio as a learning tool. Here is a quick look at a student's portfolio from week 10. 

We need to see students mind maps and study cards in the portfolio. At the end of each chapter students needs to prepare a mind- map and study cards for the new vocabulary in that chapter.

Student: Saud
teacher: Ali
Subject: reading and writing
Semester :1
week : 10

2019-2020

Fundamental Educational Principles

Fundamental Educational Principles

Focus is on learning rather than teaching

1- Teachers help students discover how language works and develop inner criteria for correctness.

2- Teacher “talk” is kept to minimum.

3- Independent study is targeted towards individual needs.

4- Students learn through ‘doing ‘(experiential learning).

5- Success is measured by what students can “do" communicatively rather than by what they can do cognitively.

6- A teacher covering specified materials (textbooks or otherwise) does not constitute learning.

7- Learning /skill development requires practice and awareness outside as well as inside the classroom.

Students are best served through humanistic, holistic, approaches

1- A caring relationship between student and teacher is established by treating student as a “whole” person.

2- Language is most effectively learned as a “whole” system and not a collection of isolated skills.

3- Linguistic and thinking skills are inter-related and inter-dependent.

4- Lessons integrate linguistic and professional skills and objectives.

5- Lessons should be structured as much as possible to draw on student knowledge, experience, ideas, and interests.

6- Teachers help students develop ways to facilitate their own learning and to improve weaker skills.

Students Portfolios

In our Intensive English language program students are required to prepare and organize their learning portfolio. The portfolio reflects students learning process day by day and week by week. Every paper in the portfolio is looked at as a learning document.

There are two types of students portfolios ( process portfolios and product portfolios ). In our program we focus on process portfolios. This means we focus on the process of learning. Product portfolios are useful when students are preparing for job interviews, which require more time and effort in preparing to look professional. The objective is to help them land a job.

On the other hand process portfolios are tools for students to organize their learning and to think and reflect on their learning. Education without reflection is a waste of time. The Textbooks alone are not enough.

In this program we focus on the process of learning and how students are learning and progressing. We help students pick up new habits of studying and thinking. Language is not just grammar and translation. The portfolio helps students  document and organize  and reflect on their learning.

  Every document in the portfolio should include the following:

1-  the date and week
2- the name of the student
3-  the name of teacher
4- the subject ( reading & writing or Speaking and Listening )
5- The name of the portfolio item ( project - homework - mind-map - quiz - class activity.... )



related links form the blog:

- A sample of students writing portfolio Mr. Eyaz class Beginner Level Semester 1 - 2014
- Reflecting on the process of learning by examining students portfolios

The old team left and the new team is here.

the new group

This semester, we are starting with a new group of teachers and a new company. We will be working together in the curriculum kitchen. Things are moving so fast and the new teachers have a lot on their plate, it will take some time to get all the new teachers on this blog to share and add value to this blog.

photo from the program archive

We  would like to thank all the teachers in Jeddah Interlink team ( the previous partners) who contributed to this blog and to the program through sharing their classroom activities in the curriculum kitchen. All their posts are still available on this blog, but unfortunately all  the post photos were automatically removed because they were removed from authoring on this blog.

photo from the program archive

The actual text of their posts remains here ,but the photos were removed because the photos were saved on their personal google cloud and not on this blog cloud.

photo from the program archive

This blog was and is still an experiment blog, where teachers in the Jeddah TVTC intensive English program share and discuss some of their students work and classroom activities here. 

photo from the program archive

The old team and the company left the program, and now we are working with a new team and a new company. So We  had to remove all old team authors from this blog. Their work is still here but they can not add new posts here. Their posted names are also have been replaced automatically to posted by unknown. We did not know that will happen. We  thought their names will still be posted at the bottom of the post.

photo from the program archive

We really thank them for their contribution on this blog and in the program. Blogging was something new for most of them ,but they still joined the blog and shared their work here.

photo from the program archive

We are still not sure if there was a better way to deal with this change on this blog. We are thinking of a batter way as we move along.

 1- Joseph  
2- Oybek
3- Bilal
4- Imran
5- Michael
6- Shamusl
7- Raymond Kruk
8- John Truesdale
9- Ali Bashi

10- Abdullah

11- Abdullah Alkishi

12- Eyaz 

 We wish you all the best.

Week 20 West London B1+ Mr Imran Customs in KSA and around the world

photo from the program  archive

Students in west London class discussed what customs are and what customs people from abroad have to follow when they travel and live in Saudi Arabia. We used Mr John as our example.

Students were then given 8 country flags and 8 customs that they had to discuss and match. The first group to get all matched correctly would be the winners for the day. Well done moataz, Muhannad and majed Al Najjar for matching the customs and their countries first!! 

Week 19 East London B1 Gestures

photo from the program  archive

Students were given a sheet of gestures and without speaking had to act out the gestures as the rest of the class had to guess the exact meaning of each gesture.

Students discussed if they used these gestures and which gestures they didn't use much in Saudi Arabia.

Fingers crossed for good luck and hooray for celebrations were two that students did not know of. 

Week 19 East London B1 CS What do these emojis mean??

photo from the program  archive

Students were shown a page of emojis and discussed when and why we use them. Students then chose 10 of their favourite emoji and wrote what it means or when they use them. 

Week 19 West London B1+ CS Common complaints at certain places

Week 19 West London B1+ CS Common complaints at certain places

photo from the program archive

The class discussed what common complaints are and then discussed complaints can be different at different places we go to. The class listed 8 common places they visit. Then discussed in groups and then as a class all the common complaints they have had in all these places. System down at the bank was one of the classes favourite complaint.

week 18 lesson idea example

This week we practiced how to present a presentation based on a students major. Here is an example of a student presenting the components of an engine.

presentations - Week 18

 photo from blog archive

This week we just worked on student presentations on both levels. The students seemed to have a first experience standing in front of the class and reciting their work from previous weeks.  Some were informative and had good visuals. Perhaps later to follow will be a video link for some of the best to present. We also learned briefly how to present and what not to do in regards to speech and body language.

Week 18 West London B1+ Making headlines

Students were given four pictures they had to make a headline of what is happening in each picture. Then write a short paragraph on what happened when It happened and where it happened. They had to make sure the story was interesting or funny.