Learning, Pedagogy and Assessment

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My Project




A Researching Study






Thesis and Dissertation Binding - PHD Bookbinding





Learning, Pedagogy




and




Assessment





Go to my Blog



https://mrgirgis.blogspot.com/



 



Mr. / Girgis




Click here to go to : Abouna Fanous Site.




موقع عمى أبونا فانوس الأنبا بولا




email-logo – Jenny Brook Bluegrass



E-mail  1  :  girgishannaharoun@yahoo.co.uk




  E-mail    2  : girgishanna027@gmail.com




اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته



free-clipart-important-notice-9 | Chippewas of the Thames






Humor:










Girl Laughing Hysterically Stock Photo ...







Q: Teacher: What is the 

shortest month?




A: Student: May, it only

 has three letters.


Translate This Page


Dear visitor,


Use the language selector above to

 go through my whole site using any 

native language you speak,

then you can enjoy my YouTube 

channel.



اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح 

موقعى باستخدامها . استخدم المؤشر
 

الذى فى الاعلى




I register a  video presentation in my

YouTube channel for each page 

of my site.


Next,use the other world site selector 

above to go to the search engine site 

or the social media site you like.


My YouTube Channel:


منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام


 
التعليم الجديد  والتصحيح الكترونيا



Title



Learning, Pedagogy and Assessment



Corresponding Authors:


1-Mr. / Girgis  Haroun, the researcher.


2- 3 of my assistant Colleagues.




Editor


Edited by: Mr./ Girgis Hanna Haroun





Supervisor:


Public supervisors of English in Egypt.




The site published on:


www.bchmsg.yolasite.com




Time:   April, 2023




My Blog address

https://mrgirgis.blogspot.com/




Subject:

Learning, Pedagogy and Assessment




Online since :  2018




Affiliation:

The Ministry of Education in Egypt.



Our research is funded by (Ministry of Education) and

 provided by (full) professors. Our research focuses

on (Learning, Pedagogy and Assessment) as

perceived by those on the receiving end of it.



My research is supervised  by my great education

 experts and public supervisors of education in Egypt.

Research on(Learning, Pedagogy and Assessment)

 is defined as the influence of one or more people on

 the research-related behavior, attitudes or intellectual

capacity of others.



They include:

(Learning processes, Types of learning, Learning

Activities, Learning outcomes, Learning styles,

Learning strategies, Critical Thinking)



 

My personal statement





Girgis Hanna Haroun Abdoh         

+20 01149789475

girgishannaharoun@yahoo.co.uk

http://www.bchmsg.yolasite.com/


(Critical thinking across policy, curriculum and 

assessment:

an empirical case study to improve (TEFL)  in Egypt.),

 School of Education,  Stockholm University, Sweden,

 EU, for now.




 I am excited to be applying for the Doctorate 

degree in Education, at school of education, 

Swedish University, Sweden, EU.   As someone

 who loves education, possesses excellent 

organizational skills, have experience of 32 years

 in teaching, supervision, researching and leadership

 and can connect easily with students, this is the 

perfect opportunity for me to continue my 

professional development. I believe that my 

experience and passion for teaching would be the 

ideal fit for the philosophy and resources offered by 

your institution, and I am thrilled at the opportunity

 to join your great University.





I have been a classroom teacher for 20 years and 

12 years in training, supervision, assessment, 

evaluation and researching in various capacities

 and grade levels. In each class that I have taught,

 100% of my students passed their exams and 

improved their scores comparatively. On top of that,

 I received the Teacher of the Year award for

 activity-based learning method twice and was 

highly rated by parents and students in Egypt 

and the staff of the University of East Anglia, 

School of education, lifelong learning, Norwich, 

Norfolk, England, UK, alike.




I enjoy the challenge of teaching students 

academically, but also helping them to thrive socially. 

As a team player, I have joined and participated in 

committees and school improvement projects to help

 build a better environment for students and staff 

alike.





Self-introduction:


I have got a post graduate Higher Diploma  in 

education and critical thinking skills in East Anglia 

University in England. It is equivalent to a Master 

degree in Education.I have got a bachelor degree in 

Education in an  Egyptian University in Egypt. I am 

a secondary supervisor of English.  In other words I 

am a Superintendent of English at high schools.




Besides, I am a researcher, a research reviewer

 and a researching writer.I did 12 researches and

 34 journal articles about education, critical thinking

 skills and teaching   and learning English.




I did a lot of articles about the methods of teaching.

 I am a technology geek. I am a life - long learner. 

I am a life - long worker.  “I’m a good communicator.

 I think I’m at my best when working with a team to 

solve complex educational issues, trouble-shooting 

and analyzing a problem from different angles to

find a solution that benefits everyone.



 I love the challenges and find working together to 

solve critical education issues really rewarding.

 I love discovering new gadgets that make life easier 

and more fun. Passionate about online privacy and

safety as well as browsing the Internet without 

limitations.



You can enjoy my YouTube channel. I register a  

video presentation in my YouTube channel for each 

lecture or lesson I give.

I have my own 2 education:

 sites, YouTube channel and blogs:


http://www.bchmsg.yolasite.com/

https://mrgirgis.blogspot.com/

http://www.bchmsg.yolasite.com/abouna-fanous-

site.php

My YouTube Channel:




1-Good personal qualities



I am sincere, self-confident, knowledgeable, true,

 transparent, patient, tolerant, active co-operative a

problem solver, and social. I have an open mind.

I love team work.

Example: I like exchanging opinions and criticism

with my trainees.




2) I share resources:


I give and take. I advise, guide and help my teachers

 to become successful teachers using active learning

methods that develop learners' critical thinking skills

 instead of the GTM method that depends on lecturing

and memorization.



3-I communicate skillfully:


I use my 3 electronic mails, an education website, 

chat rooms, social media like Face book and Twitter,

 Cell phone and House phone to give and take 

information, knowledge and help. I am in contact

 with more than 36,000 visitors from 154 countries 

all over the world through my international

 education site.



4-I manage time:



I make a "To Do" list or a schedule as an agenda for

my work. I allocate time for feedback, comments,

criticism and doing tasks and reports.



5- I use more influence and little power


thoughtfully and I implement coaching in my model

 lessons presentation. Power can be defined as the

following:“The authority to change the behavior of

 others and make them do things that they might not

do otherwise.” ... Power forces people to complete a

 task, where influence helps them understand why

that task is necessary.. 





6- I am a savvy negotiator.


In my workshops, my teachers 

exchange effective negotiations and 

arguments with me to show me the gaps or talk about the teaching problems they face at schools.




7-I manage conflict:



Example:

When conflict occurs within my network, 

I look for points of mutual agreement to 

resolve the conflict through. I Create and maintain a bond with my adversary. I 

establish a dialogue for conflict 

negotiation.




8-I reward people


Examples:

I encourage better performance,so I 

reward the people who give a hand, 

participate, share me my plans and 

practice.




9-I use open, diverse and networks


Examples:

My trainees are different in ages, experiences,

 backgrounds and abilities. Good relations engage

all of them.






10- My skills are diverse:


I am excellent at listening, speaking, reading, writing

and interviewing skills. I use these skills when I set

 plans to solve the problems of education,

development and culture in Egypt. I would have a

possibility to collaborate with teachers and  experts in

the world .






 competencies / real situations: 



1-Communication

I used communication to convince some of 

my colleagues to share in the active learning 

training program.





2-Decision making


I used the skill of decision making to include 

the slow learners who were poor at listening 

and speaking. Others were poor at reading 

and writing. Others were good at the same 

class. I made a decision that I must give 4 

additional periods to those learners.I used 4 

methods, 4 strategies and 4 teaching aids.

I included all of them.The plan 

succeeded.The learners' levels rose.






3-Leadership


As a leader or an instructional coordinator 

of English at high schools, I use my skills in 

lecturing, assessment, evaluation

modeling lessons  to teach my teachers

 how to plan lesson, present a lesson and 

assess learners' performance through 

holding workshops.




4-Results Orientation and team work


I used my team work  and problem solving

 techniques to work with my colleagues to 

use Practice instead of GTM method in 

teaching English and the result was succeed.







5-Trustworthiness:

Good employees can be trusted to get things 

done. I did a model to use the inductive  

method in teaching grammar.  I asked my 

colleagues to implement the same in 

teaching grammar in the other classrooms 

they teach.They were true and followed my 

recommendations honestly.





6-Responsibility:


It was the final period when I entered my 

colleague's classroom. He faced a problem 

with presenting the new vocabulary. At the 

end of the period, he asked me to teach him

 how to present new vocabulary.




The bell rang and it was time for all to leave 

school. I took the responsibility and made a 

decision to stay with my colleague at school 

for more than an hour till he learnt how to 

perfect vocabulary presentation.





7-Commercial Awareness:

After my Ministry of education had sent me to East 

Anglia University, Norwich, Norfolk, England,UK. It 

waited for me to come back and benefit from my 

experiences and experts to play a role in reforming 

the education system in Egypt. I did it perfectly 

through using my workshops, lectures, model

 lessons and I used my international education 

website to pass my experiences on to all my 

colleagues.    





8-Technical skills:



I used my computer, network, data show, electronic 

programs, CDs and my education site in my 

workshops, conferences, presentations, training 

units and model lessons.





Administrative Experiences:



1- Secondary supervisor of English at high, prep. 

and primary schools.





2-As a leader, I lecture teachers through doing 

workshops, debates and professional 

development meetings on the standard of the 

primary, Middle, High schools and Colleges I 

supervise in my Education Association and  my 

Education zone.



3-I do the jobs of a human resources manager (HRM).



4-I assess and evaluate teachers' and learners' 

performance. 


I set all the terms exams. I am a technology geek.



5-I present Oxford Education topics in the Academy

 of teachers.



6- I teach English at Colleges, High, Prep. and 

Primary schools.


7-I implement my observation sheet during visiting

 my teachers' classes. 


 It includes :   

 

 A- Pr-observation items.   

B- During observation items.    

C- Post observation items.


8-I pass my experiences on to my teachers and 

colleagues of English.

 9-I am an E-Commerce / marketing website

publisher.

10-I am a Blogger / a guest post publisher.



Publications and achievements:


1-Designing my own personal international 

education website


2-Writing a lot of education articles and 12 

education researches.


3-Doing much research about critical thinking

 skills and practice.


4-Doing much research about practical learning

 in the UEA.


5-Designing a mind-map  (PDF) about

(TILO / active Learning project).


6-I did 3 researching tasks in the UEA, England and

 held conferences about (University graduates,

 skilled labor and work market in Egypt and England). 



Thank you for considering me for this position,

and I hope that my accompanying resume,

 freelance education researches, articles and my 2 

global education sites and blog will give you a better 

sense of the type of teacher I am. I look forward to 

meeting you in person and sharing with you my 

teaching philosophy while learning more about this

 job opportunity. I am a committed lifelong learner 

and teacher and I will continue to grow as a teacher 

and in my knowledge of subject matter throughout

 my time at your organization. This is my research

 personal statement. I wish I will win your admiration.

Thanks a lot

Sincerely,

Girgis Hanna Haroun Abdoh



 





Table of Contents



The Research Structure Plan




Chapter :  1  :  The Research Abstract.

Chapter :  2  :  The Research Introduction.

Chapter :  3  :  The Research Methods and Tools.

Chapter  : 4  :  The Research Results.

Chapter  :  5  :  The Research Outcomes and impact.
 
Chapter  :  6  :  The Research Discussion.

Chapter     7  :  The Research Conclusion.

Chapter  :  8  :  The Research Limitations.

Chapter  :   9 :  The Research Acknowledgement.

Chapter  : 10 :  The Research References.


By :  Mr. / Girgis Hanna Haroun Abdoh.





PhD thesis in Education

Literature Review



A great teacher is like a great artist who uses basic 

tools to transform raw materials into valuable assets

 of society. However, great artists may not have the 

best tools or best skills because of their passion and 

their unique perspective of the world.



 Great teachers are not just ones who transmit 

information, teach skills, and help students earn the 

best grades. They are those who share their passion 

for knowledge and curiosity with their students, inspire

 the students’ creativity, develop their critical thinking 

ability, and prepare them for the complex world they 

will face after stepping out of campus.



Teaching is part of the process in discovery and it also

 provides an opportunity to learn, where knowledge 

and critical thinking are shared by teachers with their

 students, and enthusiasm and creative ideas are 

shared by students with their teachers. Reflecting on 

my own experience as student, I am truly inspired by 

the good role-model of my mentors and hope to relay 

this process to the younger generation and to 

influence their lives through my teaching and advising.



My undergraduate major is in teaching English in 

my country, Egypt. It provides me with fundamental 

pedagogical principles to engage and guide my future 

teaching practice in undergrad levels. For classroom 

teaching, my goals are not only to give lectures, but 

to motivate students’ enthusiasm and encourage 

discussion and interaction. This provides students 

with the skills in communication, critical thinking

 and problem-solving, which are necessary training

 to pursue future professional careers.



 For mentoring student research, my goal is to guide 

them in research lab and motivate the students to

 give their best efforts. As students come in with 

different background and interests, I will provide

 them with the freedom to explore and to think about 

problems in new ways. In the mean time, I will also 

actively engage in their projects and guide students’ 

discoveries. The value of research advising is so 

rewarding because we continue generating new

 ideas during the discovery process and push 

forward the research.



I am a life-long learner and teacher. I like teaching, 

learning, practice, and researching. I keep a clear 

record of the sources I’ve read, along with my critical 

analysis of their key arguments and what I think

 makes them relevant to my research project.  I have 

some understanding of relevant academic research.



1-The Ministry of education felt in need of developing

 education system. It announced implementing activity-

based learning method in place of the GTM (Grammar 

Translation method). I felt happy about that. The 

system will change from a teacher-centered method 

into a learner-centered method. This announcement 

failed as old  teachers refused to change. They like to 

lecture and learners learn by heart, no more.



2- 2 USAID PROGRAMS ( TILO AND NAQAAEE 

Programs) came to implement active learning. I felt 

happy and USAID my experiences to help. They 

chose me to be a trainer of trainers. Some trainees 

beside the old teachers were reluctant to the active 

learning method but I did it. I enabled learners to think

pair and share in pairs, peers and groups. They use 

solving problems, making decisions, self-exploration, 

observation , experimenting and researching methods.



3-My turning point in my professional career was 

when the Ministry of education in Egypt granted me 

an education scholarship to the University of East 

Anglia, Norwich, Norfolk, England, UK where I learnt 

how to change the methods of teaching and styles of 

learning from the traditional teaching method that 

depends on just translating texts and facilitating 

grammar*Grammar Translation Method "GTM") into 

the critical thinking -based teaching and learning 

methods.The teaching and learning that depends

 on practice and applicability inspired me most. 

The role of researching changed me from a just a 

learner into an explorer and excited discoverer and 

gave me the firing desire to transfer all my 

experiences, knowledge, experts to my country 

Egypt and the whole world through my lectures, 

conferences, workshops and webinars to my 

colleagues and policy makers in Egypt and to the 

whole world through my global education websites, 

social media and blog to my colleagues all over the

 world.

 

In England, I did  3 researches about:


A- A detailed research about the Egyptian Education

 Curriculum.


B-A comparison between Egyptian Curriculum

 and the British one.


C- A research about the relation between the 

university graduates, training and skilled labor

 and the work market requirements in Egypt.


4- I spent much time to think of the real teacher that 

used the perfect methods of teachings. At last, I 

realized the the Lord Jesus was the real active 

teacher. He used all the different methods of teaching

 that implement active learning and critical thinking 

skills.



I am grateful that I have experienced different 

cultures of educational systems and I believe this 

will help me to incorporate the advantages and 

avoid pitfalls in developing my teaching strategies

 in Egypt and all over the world.



I knew much about teaching through using critical 

thinking skills and technology. I knew how learners

 use critical thinking skills and technology through 

learning. I knew how to use critical thinking and

technology in assessment to have the required or 

desired learning outcomes. They are the outcomes 

that are enrolled in the education policy and the 

curriculum aims. I discovered that no reform for our 

education in Egypt without implementing critical

 skills in Education policy, teaching process, learning

 process and finally assessment process.



My whole business in my thesis research is that:


( Critical thinking skills: Policy, 


Curriculum andAssessment must 


work together to reform  education, 


an empirical study case in Egypt.)


They taught me how to be a perfect:


1-Crtical thinker.

2-Technology user.

3-Researcher in education.

4-Education website, blog designer and builder.


D-Participant in sharing the Ministry in implementing 

critical thinking skills and the 21st century skills in 

education policy, designing the curriculum and 

developing assessment. I sent my detailed reports 

to the Ministry but in vain. All the 3 fields must work 

together, not one alone. Alas, the Ministry

 implemented that just in its announced education 

policy, no more.



E-Minister after the other, a big problem in assessment

 appeared. The questions of the subjective secondary 

certificate exams were cheated, photographed with 

mobiles and declared electronically and social media 

provided students with full answers electronically 

through the use of the cell phones and the internet.

 It was a disaster.



F- The new Minister claimed developing not the 

process of teaching and learning but just assessment. 

He announced implementing critical thinking skills not 

through the 3 fields mentioned above, but only through

 doing assessment based on multiple choice questions

 that must be performed electronically. The teachers 

don't know how to teach and learners don't know how

 to learn the new course content and the teaching 

activities to match the new system of assessment.



The exam ignored the skills of listening and speaking 

in English. It ignored all essay  questions. It ignored

 all the other objective questions. More than this, the 

minister announced that the exams questions will be 

outside the text books. There is no need for students

 to study at all. I will go to archives and find all these

 documents.



G- I wrote reports to the Ministry asking , where are

 the problem-solutions methods, tasks methods, 

researching methods, self-expression, inquiry learning,

 mind-mapping, brainstorming, ...............? 

None answered me. The Ministry of education is at a 

loss. There is a mess. All education policy makers, 

teachers and learners are confused. What a mess

 it is ! All policy makers, teachers, parents and 

learners are perplexed. All people feel afraid of 

the method of assessment whose teachers, 

learners and parents have never trained to do

 it before.



The General secondary certificate exam became

 just a pubble sheet full of circles to blacken by 

learners without any trial to think, understand or 

evaluate. Any one in the street can come and blacken 

any circles by luck. He may succeed and excel

 without knowing what it is.

 Is that education? 

What is this? 

How is this?


Why is this? We all know (Why). Yes, it is the 

assessment system that stops electronic cheating

 of learners and social media during the exams,

 no more. Mp education development or reform

 as they claim.  Is that the perfect education?

No, No, No,..There is a big problem that needs a 

solution out of an academic research to reform such 

education system and to be an ideal and perfect 

remedy for all education systems all over the world.

 I felt that I badly need to do such global research 

to reform education in Egypt and all over the world.



Here are my aims are:


1-I need to help my education community


2-I need to help my country, Egypt.


3-I need to offer my solutions to the whole world.


4- My aim is to add new ideas and knowledge to 

humanity.


5-My research  contributes to my current work

 in my field. It's relevant.


I see that my research title must be:


( Critical thinking skills: Policy, 


Curriculum and Assessment must 


work together to reform  education, 


an empirical study case in Egypt.)



4-To achieve this goal, I have developed a global 

education model founded upon: Universal values, 

Global Understanding, Excellence in all things and 

Service to Humanity.  To facilitate your journey and

tailor your visit to your specific needs and priorities,I

have identified  key visitor categories through my 

international education website and Blog main links 

that represent my education community.   



5-Furthermore, I believe that every person has a 

stake in the education process and we therefore 

encourage and facilitate ongoing dialogues,

 seminars, and training programs in which anyone

 who is interested in building a better world can 

participate. Become a part of the solution and join

 the chorus of those who support these new initiatives 

and directions by simply accessing to my international

 education website.



6-I have attempted, when possible, to draw from

 my own experiences teaching all my colleagues

 the various latest approaches I apply and practice. 

In other words, the teaching methods, the curriculum 

design, the means of assessment and evaluation, 

lesson plans and the advanced teaching topics are 

tried, proper, perfect and true, representing the most 

successful exercises I have attempted in the 

classrooms I work at.



7-How wonderful if I succeeded to implement learning 

through practice.

8-I couldn't wait too much.


 -"I love learning new things and am always on the

lookout for new opportunities to do research, develop

 and grow within my role, whether that’s learning new

 skills, taking on a new project or collaborating with

 other departments.  


9-I implement coaching in my model lessons 

presentation. Power can be defined as the 

following:“The authority to change the behavior of 

others and make them do things that they might not 

do otherwise.” ... Power forces people to complete a

 task, where influence helps them understand why 

that task is necessary.



10-I am a savvy negotiator:

In my workshops, my teachers exchange effective

 negotiations and arguments with me to show me

the gaps or talk about the teaching problems they

 face at schools.



11-I am a senior researching member at 10 

international researching associations.  I participate

 in the international researching conferences of 

(TERA), (EURASIA), ( ANAHEI) , (ASSERT), 

(CGE),(IPF) , (NAMLE), (AMLE), (Nile TESOL)

 and (EAIE) associations and  join as a 

domain expert, writer. reviewer and referee .

12- I did 12 researches and uploaded the to my global 

education aite and blog.


http://www.bchmsg.yolasite.com/

https://mrgirgis.blogspot.com/



13 - I uploaded all the American English Forum to my 

site,I wrote tens of education journal articles about

 the 21st century skills and uploaded them to my site.



14- My site became as if it were an an education 

encyclopedia.



15 I am very ready to win your agreement to give me 

the chance to do my education thesis in a great 

country like Sweden where I can think freely, express

 my thoughts freely, criticize the shortcomings freely, 

praise the right freely, explore the facts freely, find the 

resources freely, do the comparisons and show the 

pros and cons freely, and make new ideas freely and

 at last a place where I find great professors in

 Sweden to teach me, direct me, guide and encourage

 me righteously and freely, a place where I do my 

original and creative thesis excellently, introduce it, 

follow it and carry out it. It will be feasible, doable 

and worthwhile.  I am sure, I am capable of completing 

it inside my Swedish University.  I considers the 

implication of my research for future study.





Abstract


Change is an inevitable part of organizational life and if


you have any leadership role, you'll soon be called 


upon to help lead it. But, we often fear change.


This leads to resistance. So, managing and leading


 change is a challenging role. It will take you outside


 of your comfort zone and beyond your existing


management and supervision tool-set.


But change is predictable.


You can anticipate how people will respond, and what

 you need to do to engage them positively.

You can plan, prepare, and handle the resistance

 that will certainly come. To do that, you need

 practical tools and models.


This thesis has been written on commission by me,


Girgis Hanna Haroun, a supervisor of English at


high schools and colleges in Egypt.



The findings of our research revealed that this


 researching study is designed to develop thoughtful


 and highly skilled educators, administrators, policy


 analysts, and academic practitioners.


Distribution of leadership to include teachers, parents,


 and district staff is needed in order to improve


student achievement. Districts provide human and


 financial resources to assist schools in achieving


district-established directions.


Districts hold principals accountable for implementing


and following up on what is learned during district-


sponsored professional development.




 



Research Content



1-Introduction



1-The Research Vision, Mission and Objectives

The vision is (Developing our Education system)..

The mission is Doing research theses

The Objectives are:Solving problems that arise from

 educational leadership which creates conflicts inside

 the education organizations and the educational

 policy itself.



2-A problem needs a solution

 We faced a problem that needs a an urgent solution.

The problem is: We, the researching group, noticed

that the learning outcomes of high schools and

colleges are low.

It has been known for decades that teachers can


have a profound effect on the students they teach.


Education policies can make a significant difference


 in a teacher’s work, which in turn affects their 


students.


When expert teachers are actively engaged in the


 development of education policy and initiatives,


 achieving the intended outcomes and avoiding


 unintended consequences is more likely.



3-Reasons for the research:

The reason for doing such research is that I and my

 colleagues noticed that some organizations did not

work as efficiently as they could, and senior managers

 have encountered various problems. Complaints

were numerous. People worked in terms of only

 firm accountability and punishment.

There was no vision, no mission, no objectives,

no team work, no love or respect and no good

performance. We have been asked to estimate

 the situation, analyze it, and come up with

solutions which could increase efficiency and

 productivity; in other words, increase organizational

 performance.


After preliminary interviews with the senior managers

 and teachers at schools, we have identified our

 areas of the interest: Learning,



Pedagogy and Assessment

The teachers worked individually without any


 collaboration with their managers or school leaders.


Teachers did't like change. They used


traditional method of teaching like the GTM method.


Learners were just listeners or stores waiting for

 being filled with some information that were taught

 by heart. Learners knew nothing about any critical

 thinking like practice, analysis, synthesis,

evaluation, imagination, creation or innovation. 



The organizations had managers of instructions and

orders not leaders that could lead the education

 process forward through the leading skills that

the leader should practice and apply.

 


4- The researching questions:

How do organizational leadership, and researchers

affect productivity and efficiency of schools and

 educational organization?

How we make education organizations perform

 well and learning outcomes high?




5-The problem solutions

Employers and employees must learn academically

and practice actually the roles played by learners,

 teachers, senior teachers, parents, leadership,

 schools, organizations and the Ministry policy.




6-Objectives:

1-Learners become able to know, comprehend 

and apply.

2-Learners analyze, synthesize and evaluate

3-Imagine, create and innovate

4-Practise, express, behave and criticize.

5-Think, Pair, Share, behave, produce, reproduce,

develop and reform.

6-Listen, speak, red and write.

8-Think, pair, share and solve problems.

9- Use, do, generate and discover.

10-Acquire skills, experiences and culture,

 understand, create relationship, accept diversity,

 become a friend to the other, love the others and

 become a developed citizen to live in peace,

 and deal with the whole world properly.

11- Invent and serve the humanity.


 



2-Materials and Methods



In order to find out the answer to the research question

and to fulfill both purposes of the research, we have

 conducted a qualitative research. We used types

of qualitative research  methods like an in-depth

 interview, focus groups, ethnographic research,

 content analysis and case study research that are

usually used.


This has been done by interviewing twenty schools

 managers and 20 educational leaders or administers

 beside 50 teachers and senior teachers working at

schools and education zonesand supervision.



We did interviews with the learners at all educational

 stages. We did interviews with the professors of

schools of education in the universities. We have

 tried to talk to representatives of different layers of

 the organizations to make our research more diverse

and complete. These semi-structured interviews

 resulted in qualitative data, which had been processed

and analyzed using coding technique.
 



My research used 2 methods:


One of academic character, and one of practical 

character.

1-The academic purpose is in investigating relationship

 between organizational structure, leadership, and

 communication and organizational performance,

 i.e. efficiency and productivity.


2-The practical purpose is in giving analysis-based

recommendations about possible ways to increase

 productivity and efficiency to our educational

organizations.


3-We used interviews, lectures, debates, experiencing,

 observations, analysis, synthesis, assessment,

 feedback and evaluation.


4-We held workshops, modeling, training units

authentic field practice in actual fields and we

assessed, followed and evaluated what we

recommended academically before. It took 3

months to conduct our experiences that we

acquired from our professors in East Anglia

 University, England.


 



Why Learning?


1) You can grow as a person, develop your knowledge


 base and improve yourself for the better.

 

2) Learning something new gets us access to new and


different opportunities and the chance to try new


 experiences that might be the best ones you have


 ever tried!

 

3) You could potentially earn more money in your work


 life from learning a new and appropriate skill or by


developing one that links to the work you do.


You’ll rejuvenate your working life and get so


 much more from it.


4) Developing a new skill will influence the way you


do things day to day and they will make doing things


quicker and easier, saving time, energy and stress.


5) Learning across our lives is essential for staying


up to date in an ever-changing world. If we stop


learning things, we can stagnate and actually move


 backwards, especially in our professional lives.


6) Learning new things is very important for our


 self-esteem.  Learning something new keeps brain


 cells active and allows us to succeed at something


new, allowing us to give ourselves a big pat


on the back.


7) Trying anything different ensures you meet new


people, some of whom will have similar interests to


you and be interested in some of the same things.


You could make new friends and really enhance


your social or work life.

 

Why Learning Foreign Languages?



Foreign Language study creates more positive


attitudes and less prejudice toward people who are


different Analytical skills improve when students


study a foreign language



Business skills plus foreign language skills make


 an employee more valuable in the marketplace.



Dealing with another culture enables people to gain


 a more profound understanding of their own culture.



Creativity is increased with the study of foreign


languages.


Graduates often cite foreign language courses as


 some of the most valuable courses in college


because of the communication skills developed


in the process.


International travel is made easier and more


 pleasant through knowing a foreign language.


Skills like problem solving, dealing with abstract concepts, are


increased when you study a foreign language.


Foreign language study enhances one’s opportunities


 in government, business, medicine, law, technology,


 military, industry, marketing, etc.


A second language improves your skills and grades


in math and English and on the SAT and GRE.


Four out of five new jobs in the US are created as


 a result of foreign trade.


Foreign languages provide a competitive edge


 in career choices: one is able to communicate


 in a second language.


Foreign language study enhances listening skills


 and memory. One participates more effectively


and responsibly in a multi-cultural world if one


 knows another language.


Your marketable skills in the global economy are


 improved if you master another language.


Foreign language study offers a sense of the past:


 culturally and linguistically.


 




              2-Teaching                              



4 New Paradigms




for




Pedagogy




1-Pedagogy:



Pedagogy is a child-focused teaching approach.


 It is the art and science of helping kids learn.


 It is the discipline that deals with the theory and


 practice of education; it thus concerns the study


 and practice of how best to teach. 



Its aims range from the general (full development of


 the human being via liberal education) to the 


narrower specifics of vocational education (the 


imparting and acquisition of specific skills). 



It is the method and practice of teaching, especially


as an academic subject or theoretical concept: the


relationship between applied linguistics and


 language pedagogy.



 With pedagogy, the learner is a dependent 


personality. 


The teacher determines what, when and how 


anything is learned.  The learner gas few resources.


 The teacher devises transmission techniques to


 store knowledge in the learner's heart.



 



2-Andragogy:



Andragogy is  an adult-focused teaching approach.


 It is a self-directed learning.  It  is the art and 


science of helping adults learn.



It is the discipline that deals with teaching and


 learning through negotiation, self-dialoguing,


 self exploration, argument and studying the


 problem to find solutions for it.



The learner watches, observes and asks


 (Why is this? and why is that?).


 learning is centered around both the teacher


 and learner.


The education process is set up on the basis of


a kind of co-operation between the teacher and


 the learner.  This process focuses on analysis,


 synthesis and evaluation.  Dialoguing with one's


self and dialoguing with others are necessary.


  Brainstorming is basic to teach learners critical


 thinking.  Brainstorming happens when the teacher


asks questions to enable learners to generate ideas.


 Generating ideas form a mind map. 






3-Heutagogy:



Heutagogy is a Self-Determined Learning. 


 It is the discipline that deals with teaching


and learning through researching and navigation. 


The education process is set up on the basis of the


  independent learning.


The learner watches, observes and asks 


(Why isn't this?


 and why isn't that?).


This process focuses on evaluation, imagination,


 creation and innovation.


 Creation or innovation is the knowledge production


 context.  The cognition level is the epistemic level. 


The education sector is for post graduate learners at


 the universities to get a higher Diploma degree,


a Master degree or a Doctoral degree.


There are three different types of quantitative


 research question. 





4-Synergogy



It is defined as a “systematic approach to learning


 in which the members of small teams learn from


 one another through structured interactions” .


The Cooperative learning  that will focus on the


 learning and the problem solving by using the


group activities and joint projects.


It has shown to be active for most part of the


educational level. "With adult, it is common to use


 the synergy because the adults retain more


 information when this method is used than using


other methods. "



 




Teaching is the process of attending to people’s


 needs, experiences and feelings, and making


specific interventions to help them learn particular 


things.


Interventions commonly take the form of questioning,


 listening, giving information, explaining some


 phenomenon, demonstrating a skill or process,


 testing understanding and capacity, and facilitating


learning activities (such as note taking, discussion,


 assignment writing, simulations and practice).





         Assessment





Assessment



Assessment is a strategy used to collect information


 based on evidence to improve the process of learning


or performance.  Assessment is part of evaluation.


 It is done by the teacher himself inside class during


 the presentation. This collected information is


 learner-centered, course based, frequently


anonymous, and not graded. 


Assessment is the process of objectively 

understanding the state or condition of a thing, by 

observation and measurement.  Assessment of 

teaching means taking a measure of its effectiveness.

 “Formative” assessment



is a measurement for improving it.

 



Tools and methods of assessment:


1-The oral discussion.

2-The feedback.

3-The observation sheet.

4-The grading register.

5-The weekly and monthly reports.

6-The learners' portfolio and achievements.

7-The projects and the monthly tests.

8-Performance tasks and self reflection.

9-Periodic quizzes and discussion out of a 

questions bank .

10-Baseline assessment.

11-Check lists, check points or grade books.

12-Unit projects and extended projects .

13-Register of standards and anecdotal records .

14-Remedial work plan for slow learners and prizes for

advanced or gifted ( Learners with special needs ).

15-Formative interviews.

16-Diagnostic tests.

17-Formative general pretests.

18-summative specific  standardized oral tests.

19-Marking and grading.

20-Embedded projects / Electronic projects.

21-Multiple choice Exercises/Close tests/True or false/short answer

22-Essays / written reports / paragraphs / experiments.

23- A survey and a data analysis.



 



Areas of assessment:


1-The discussion share between the teacher

 and the learners.

2-The learners' share in pairs and in groups.

3-The learners' role-playing, practical learning .

4-The learners' share in solving problems and projects.

5-Learners' story telling, feedback and self-evaluation.

6-The learners' share in the electronic teaching 

programs.

7-learners'share in songs, debating, interviewing 

and miming.


8-The learners portfolio, written exercises and tests.

9-The learners' ability to listen, speak, read and write fluently.



10-The learners' ability to dialogue with themselves

 and with others, imagine, discover, research, 

create and innovate.



11-The learner's interaction with the course content, 

the peer, the pair, the group, teaching aids, means of 

technology, the teacher and with the environmental 

activities.




Stages of Assessment:



KWL Charts:



K-what do the students already know?


W-what do the students need and want to know?


L-what did the students learn?


 





2-Methods and 



Tools






My research uses 2 methods and tools:


Theoretical and practical Methods and tools:



Some researching methods and tools  of an 

academic character and the others of a practical 

character.



1-Theoretical and practical 

methods and tools:



They include collecting data and analyzing them 

through my visits, observation and practical share 

inside schools, classrooms andeducation 

associations beside my visits to the  ministry of 

education in Cairo many times.



2-Theoritical researching methods

 and tools:



They include collecting data, analyzing them in team

 work through meetings, interviews, evaluation form 

sheets, opinions, ideas, websites and discussions.




3-Practical researching methods

 and tools:



1-They include my real and actual share inside the 

classrooms, education institutions, collecting data 

and analyzing them in team work.


2- I do Standardized testings that are based on 2 different methods of teaching, 2 different learning styles, 2 different course contents and collect data, analyze them to reach the problem and find the practical solution.


Assessment, usually through standard testing is what happens first or what should happen first to diagnose what knowledge or skill is known. At this point, we, then refer to the curriculum which directs us to what content needs to be taught based on the knowledge we have gained on the learner’s prerequisites.


This study depicted a daily life practical Lesson 

Study activity through solving problem method. the 

lesson was: ( Environmental Pollution Problem) 

which focused on the students’ critical thinking 

activity through the integration of PBL and learners' 

work groups in their authentic and practical daily life

 situations.



The crucial value of the Lesson Study about 

pollution attracted the learners' attention since I 

wanted to know the students’ learning style

and what made them learn. The students’ critical 

thinking ability was measured before and after the 

Lesson Study activity through a standardized (Pre-

test and a Post-test).




Course Evaluation Form



for



Student Perceptions of



 Critical



Thinking in Instruction

 



INSTRUCTOR__________________________

 

Course Number and Title ______________________________________

 

Instructions: Do not put your name on this sheet.  Circle appropriate number for each item.

 

 


 

 

 

 

Low               High

Score             Score

1)      To what extent does the instructor teach so that you must THINK to understand the content, or are you able to get a good grade by simply memorizing without really understanding the content?

   1    2    3    4    5

2)      To what extent did your instructor explain what critical thinking is (in a way that you could understand)?

   1    2    3    4    5

3)      To what extent does your instructor teach so as to encourage critical thinking in the learning process?

   1    2    3    4    5

4)      To what extent does your instructor teach so as to make clear the reason why you are doing what you are doing (the purpose of the assignment, activity, chapter, test, etc…)?

   1    2    3    4    5

5)      To what extent does your instructor teach so as to make clear the precise question, problem, or issue on the floor at any given time in instruction?

   1    2    3    4    5

6)      To what extent does your instructor teach so as to help you learn how to find information relevant to answering questions in the subject?

   1    2    3    4    5

7)      To what extent does your instructor teach so as to help you learn how to understand the key organizing concepts in the subject?

   1    2    3    4    5

8)      To what extent does your instructor teach so as to help you learn how to identify the most basic assumptions in the subject?

 

   1    2    3    4    5

9)      To what extent does your instructor teach so as to help you learn how to make inferences justified by data or information?

 

   1    2    3    4    5

10)  To what extent does your instructor teach so as to help you learn how to distinguish assumptions, inferences, and implications?

   1    2    3    4    5


 

 

Low               High

Score             Score

11)  To what extent does your instructor teach so as to help you learn how to think within the point of view of the subject (think historically, think scientifically, think mathematically)?

 

   1    2    3    4    5

12)  To what extent does your instructor teach so as to help you learn how to ask questions that experts in the subject routinely ask?

 

   1    2    3    4    5

13)  To what extent does your instructor teach so as to enable you to think more clearly?

 

   1    2    3    4    5

14)  To what extent does your instructor teach so as to enable you to think more accurately?

 

   1    2    3    4    5

15)  To what extent does your instructor teach so as to enable you to think more deeply?

 

   1    2    3    4    5

16)  To what extent does your instructor teach so as to enable you to think more logically?

 

   1    2    3    4    5

17)  To what extent does your instructor teach so as to enable you to think more fairly?

 

   1    2    3    4    5

18)  To what extent does your instructor teach so as to help you learn how to distinguish what you know from what you don’t know?

 

   1    2    3    4    5

19)  To what extent does your instructor teach so as to help you learn how to think within the point of view of those with whom you disagrees?

 

   1    2    3    4    5

20)  To what extent does your instructor teach so as to encourage you to think for yourself using intellectual discipline?

   1    2    3    4    5


 




Critical Thinking skills



Evaluation Form Sheet



for



teachers


Interview


My name is__. I'm calling on behalf of the ~ommission on Teacher

Credentialing. At the outset you should know that:

1) we are tape recording the conversation to use it as 

data for coding and analysis.


 2) your answers will be confidential and your

 identity anonymous, and



The interview is designed to gather information

 from the faculty and administrative perspective

 for the Commission on Teacher.


Interviewee                               Time 


Date_


Interviewer                               Tape 


Number _


• What courses do you teach most regularly?

• What would you identify as your specialty or domain

 of highest expertise?

• Have you read any articles or books, or attended

 any conferences on critical thinking in the last 5

 years you can mention?



(1) How important is critical thinking to your 

instructional objectives?


(a) of little or small importance

(b) of secondary importance

(c) of primary importance


(2) My concept of critical thinking is largely:

(For those who ask what we mean by "intuitive" the 

common answer should be,"By an intuitive idea or 

concept, we mean one that you use without knowing

 you are using it and without basing your use on an 

explicitly formulated theory.")

(a) intuitive in my thinking, or

(b) explicit in my thinking


(3) My concept of critical thinking is largely:

(a) a product of my own thinking

(b) a product of one or more particular theories 

of C.T. to which I explicitly subscribe


(4) In your concept of critical thinking do you 

explicitly distinguish critical thinking skills and traits?

a) yes

b) no


(5) Do you think of knowledge, truth, and sound 

judgment as :


(a) not fundamentally a matter of my own personal 

preference or subjective taste .

(b) fundamentally, a matter of my own personal 

preference or subjective taste


(6) Would you say that your department or school has 

a shared approach to the teaching of critical thinking

 or is it left more or ·less to individual faculty members

' discretion to decide whether and how they approach

 critical thinking?



(a) yes, a shared approach

(b) no, left to individual faculty


(7) In your view, how important is it for students to 

acquire sound intellectual criteria or standards to 

use in the assessment of their own thinking and

 the thinking of others?


(a) of little or small importance

(b) of secondary importance

(c) of primary importance


(8) In your view, how important is it for students to 

learn how to assess their own work?
.
(a) of little or small importance

(b) of secondary importance

(c) of primary importance


(9) Do you feel that students generally come to your 

classes with well developed intellectual standards or

 criteria to use in assessing thinking?


(a) In general yes or

(b) in general no


(10) Which of the following four descriptions best 

represents your assessment of the degree to which 

your department's graduates develop t~e ability to 

think critically as a result of their course work?



(a) little or no development of critical thinking ability

(b) a low level of the development of critical thinking

 ability

(c) a good level of development of critical thinking 

ability

(d) a high level of development of critical thinking 

ability



(11) Which of the following four descriptions best 

represents your assessment of the degree to which 

your department's graduates develop the knowledge 

and ability to foster critical thinking in their future 

students?

(a) little or no development of such knowledge

 and ability

(b) Cl.low level of the development of such 

knowledge" and ability

(c) a good level of development of such knowledge 

and ability

(d) a high level of development of such knowledge

 and ability

===================================


Beginning of Tape Counter

Open-Ended Number: Questions


(12) Would you explain to me your concept of

 critical thinking?



Follow-up:

• Could you elaborate further on your conception?

• Could you give me an example of your use of critical

 thinking outside the classroom that illustrates your 

concept of it?

• In your answer you've mentioned processes such

 as analysis, synthesis, evaluation, and application.

What intellectual standards would you use to 

distinguish whether or not these processes are

 being done critically vs. uncritically?

• Does your conception of critical thinking involve" 

any traits of mind?


(13) Is there anything you do on a daily basis in the 

classroom that you believe fosters critical thinking?



Follow-up Questions:

• Do you have any other structures that you find particularly effective in teaching your students to think critically about your subject?

• How do you emphasize critical thinking within that structure?

(14) Some faculty feel they have too much content to cover to have much time left for fostering critical thinking. What is your view of this position?


Follow-up Questions:

• Do you teach or have you taught. any courses that require a great deal of coverage and if so, how do you foster critical thinking in those courses?

• Could you, please give me an example from the design of your classes?


(15) What particular critical thinking skills do you believe are most important for your students to develop?


Follow-up Questions:


• Could you give me an example of how you teach critical thinking skills in the classroom?

• Could you give me an example of the use of one of those skills in some everyday context, outside of the classroom? (e.g., as a consumer, as a parent, citizen, in a personal relationship)


(16) If you had the task of assessing the extent to

 which some faculty member was or was not 

emphasizing or fostering critical thinking through 

his or her instruction, how would you go about 

making that assessment? .


Follow-up Questions:

• Could you elaborate further?

• Could you give me an example of how you 

would go about conducting this assessment?


(17) What is your personal conception of

 intellectual criteria ?

Follow up Questions:

• "What qualities do you look for in your .students 

reasoning that tell you whether or not they are 

reasoning well or poorly?"

 For example, if you emphasize the importance of 

being accurate in their thinking, then "accuracy" is a 

general criteria or standard you value.


• In your answer you've mentioned processes such 

as analysis, synthesis, evaluation, and application.

What intellectual standards would you use to 

distinguish whether or not these processes are 

being done critically vs. uncritically?

• If a student said to you, "what criteria should I 

use in deciding when to accept or reject some 

editorial or some position that someone defends?" 

what advice would you give them?

• What intellectual standards do you use to evaluate 

students' reasoning?

• Could you name some and elaborate on them?


(18) How would you explain the difference between 

an assumption and an inference?

(19) How would you explain the difference between 

an inference and an implication?
 


 

 

 

Chapter  :  5

 

 

 

 

Outcomes and impact –

 

 

 

My PhD research mustn't be put on a library shelf to 

 

be stored like the ones that couldn't be benefited from.

 

  My PhD a practical  and relevant research. It is a 

 

message of progress, development, promotion and 

 

the only solution for the problems that people in 

 

charge of education , planners, administrators, 

 

teachers, learners, course content authors and

 

 people of assessment all over the world.

 

 

 

 

 

1-My research is Significant :

 

 

My proposed research will be academically significant. 

 

To do this properly, I acknowledge relevant existing 

 

scholarship and I explain how my research will relate

 

 to it. I am able to show how my PhD will contribute

 

 to its field and – ideally – indicate some of the gaps in

 

knowledge it will aim to fill.

 

 

 

 

 

2-My research is feasible / doable:

 

 

 

1-Each education association must know that the 

 

education policy is based on using critical thinking

 

skills not just attainment or learning by heart.

 

 

 

 

2- Many training units, workshops, conferences and 

 

webinars must be held to train teachers to use 

 

methods of teaching that are based on critical thinking 

 

skills like: solving problems, doing projects, doing

 

tasks, case study, making decisions, competency, 

 

mind mapping, CLT, constructivism, Discovery, 

 

exploration, brainstorming, deduction, elicitation, 

 

internet-based learning,using technology, 

 

communication practice, mind-mapping, lexical 

 

approach,teaching vocabulary and English grammar 

 

communicatively, CPD, inquiry, teaching diverse and 

 

multi-culture and practical teaching methods.

 

 

 

 

3- Learners must use activity-based learning method

 

 to dialogue with themselves, dialogue with others, 

 

observe, experience, do, practice,  research, explore,

 

work in pairs, peers and groups. Learners must

 

 learn  English through implementing the 5 language 

 

skills: Listening, speaking, reading, writing and using 

 

culture. Learners must observe, participate, interact, 

 

role-play, act, evaluate, analyze, synthesize, imagine,

 

 create and innovate. The teacher must be just a 

 

monitor, guide, observer and supporter not just a 

 

lecturer or dictator.

 

 

 

 

4- The course content must go with the critical thinking

 

 skills projects to lead the teacher to work together in 

 

the same strategy. Authors must write text books that

 

 match using critical thinking skills.

 

 

 

 

 

5- The assessment must test the learning outcomes 

 

that have been based on critical thinking skills not just 

 

multiple-choice question, Assessment must include all

 

 exercises of Matching, filling in, true or false, practical

 

 assessment in listening, speaking, reading, writing,

 

 

and researching.

 

 

 

 

6-Education technology must be used in teaching, 

 

learning, typing course content, education activities, 

 

education projects, doing tasks, doing model 

 

lessons,doing lesson plans, competency , practical

 

learning, assessment and evaluation, CDs, videos, 

 

video conferences, recorders, films, training units, 

 

YouTube, platforms, Zoom, sites, blogs,

 

 social media, webinars and others.

 

 

 

 

 

3-My PhD is worthwhile.:

 

 

My research deals with a very vital and important 

 

problem that causes worry to all people all over the 

 

world. It is actual. It touches our lives everywhere. If 

 

we solve the problems of education, all programs of

 

sustainable development will succeed.

 

 

 

 

People will understand other peoples and other 

 

cultures to live in peace.  Production in every field 

 

will double.  All work markets will receive skilled and 

 

trained university graduates.

 

 

 

 

4-I suggest what will become possible.

 

 

 

1-Other researchers can use or build upon my 

 

research results.  My research will close  the gaps

 

 of the missing relation between the education 

 

policy,curriculum and assessment in academic 

 

knowledge.

 

 

 

 

2- I am ready for doing workshops,  webinars, 

 

conferences, training units and meetings to do 

 

professional development visits and meetings for the 

 

teachers in my country with attendance or through 

 

using technology.

 

 

 

 

3- I can use my global education sites and my blog to

 

 do professional development meetings to all teachers

 

 all over the world with attendance or through using 

 

my sites, emails or the university platform..

 

 

 

 

4- If the people in charge put me in charge of 

 

implementing my project in my country, I will enter 

 

classes with the company of teachers and senior 

 

teachers of English and do model lessons based 

 

on using critical thinking skills.

 

 

 

5- If I was asked to do professional development 

 

anywhere all over the world, I am ready for doing the 

 

same to add my knowledge, ideas, thoughts and 

 

recommendations to humanity.

 

 


 

6- I am ready for being in touch with any university or 

 

any education association all over the world to give a hand .

 

 

 

 

7- My project is worthy and doable. It doesn't cost 

 

much money or funding. It is easy. It isvery possible.

 

 

 

 

8- Curriculum designer, course content authors, 

 

teachers of English perfect this new system of 

 

education, learning outcomes will be carried out 

 

perfectly. Learners will become good citizens, 

 

scientists and are able to use critical thinking in their 

 

daily life trough solving problems, making the right 

 

decision, self-expression, good evaluators, good 

 

analysts, creators and wonderful innovators.

 

 

 

5-Originality / value

 

 

This study depicted a daily life practical Lesson Study 

 

activity through solving problem method. The lesson 

 

was: ( Environmental Pollution Problem) which

 

focused on the students’ critical thinking activity 

 

through the integration of PBL and learners' work 

 

groups in their authentic and practical daily life 

 

situations.

 

 

 

 

The crucial value of the Lesson Study about pollution 

 

attracted the learners' attention since I wanted to know

 

 the students’ learning style and what made them 

 

learn. The students’ critical thinking ability was 

 

measured before and after the Lesson Study activity

 

 through a standardized (Pre-test and a Post-test).



 



 6-Discussion


The purpose of the discussion is to interpret and


describe the significance of our findings in light of


what was already known about the research problem


 being investigated and to explain any new


understanding or insights that emerged as a result


of our study of the problem.


 
The discussion will always connect to the introduction


 by way of the research questions or hypotheses


I posed and the literature I reviewed, but the


 discussion does not simply repeat or rearrange


the first parts of my paper; the discussion clearly


 explains how my study advanced the reader's


 understanding of the research problem from


where I left them at the end of my review of prior research.


DISCUSSION provides the explanation and interpretation


of results or findings by comparing with the findings in


 prior studies. Then, I can say that: compared to the


 previous study about (Education and Development),


 I say that my research is different .


My research recommended the following:



Role of a Teacher


A planner, an organizer and evaluator.

Facilitator.

Decision maker.

Knowledge

Disciplinarian


 



7-Limitations



“The empirical results reported herein should


be considered in the light of some limitations.”



1-Time constraints


Just as researchers have deadlines to turn in

 their class papers, academic researchers also

 must meet the deadline for submitting a research

 manuscript to a journal. Therefore, the time

available to study a research problem and to

measure change over time is constrained by

 the deadline of my “assignment.”



I should have Made sure I choose a research

problem that I will be able to complete well

before the assignment’s deadline. If time

constraints negatively impacted my study

in any way, acknowledge this impact by

mentioning a need for a future study to

answer this research problem.



2-Conflicts arising from cultural bias


and other personal issues




Researchers might be biased views due to their

 cultural  backgrounds or perspectives of certain

 phenomena, and this can affect a study’s legitimacy.

Also, it is possible that researchers will have biases

 toward data and results that only support their

 hypotheses or arguments.


In order to avoid these problems, the author(s) of a

 study should examine whether the way the problem

 was stated and the data-gathering process were

carried out appropriately. I found a difficulty , but I did it.

 



8-Conclusion



Building rapport with students is very important.

 The contact between students and teachers are

vital to the students' success. One of the main

 reasons students leave school is the feeling of

 isolation that they experience.


The concern shown will help students get through

 difficult times and keep working. Faculty have many

 avenues to follow to open up the lines of 

communication.


 



External Links:


1-Applied Theatre


2-Engaging Students as Tutors, Trainers,


3-Techniques to Enhance Students’


4-Reader's Guide



5- Recognizing Noun Position



6-Teaching Descriptive Writing



7-My Classroom: Peru


8-Role-Play Party, Talking


9-The Lighter Side: Stage Directions



10-Using Jigsaw puzzles in teaching.


11-Strategies to keep class interesting.



12-Gesture, Mime and feelings in teaching.


13-Using crossword in teaching

Other Resources

1-Back


2-Chalk Talk.


3-Conversation.


4-Talking to learn.


5-Reader's Guide


6-Reading abilities.


7- Listening sub-skills.


8-Listen and do songs.


9-The conversation class.


10-The communication practice.


11-Using letters to tell stories.


12-Creating a storytelling Classroom.


13-Fluency through repeated reading.


14-Story Jokes for real communication


15-About my site.


16-Conversation Class.



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