Independent Schools Curricula

Today i read about the commitment to have Islamic studies curricula consistent with MOE standards. great and relaxing news for me it was not obvious for me at the begining. i think it need more explanation on how it will be integrated in schools.
2 January 2006, 02:00

It is really a great achievement and milestone Qatar and middle east witnesses. The Idea of international benchmarked curriculum standards in Qatar will lead the gulf and help coming generations
2 January 2006, 02:15

Communities need to take the necessary steps to reflect the latest brain research and how we learn to better meet the needs of their students. By integrating multiple intelligences and learning styles communities will be encouraging and accommodating a wide range of student diversity while still promoting a high level of academic achievement. As educators we need to learn to be a facilitator of learning, not a lecturer. According to the latest research on retention only 5% of what is taugh through lecturing is retained, 10% Reading, 20% Audio Visual, 30% by Live Demonstration, 50% Cooperative Learning/Discussion Groups, 75% Real-Life'/Experiential Learning and 90% by Teaching/Mentoring Others. I applaud the educators for developing curriculum that will set forth outcome based learning vs. textbooks and lecturing. Having spent approximately 18 years in the Middle East it is truly an achievement to which the people of Qatar can be proud.
2 January 2006, 06:45

Thanks Professor for your great information and statistics. it enriches our knowledge on teaching and learning techniques. but the Question still is how to develop this teaching resources. are there the needed experience and capabilities in Qatar. and are there support experts for schools and moniitoring system?
4 January 2006, 00:00

Hi Caroline, It's just a matter of giving you the tools to accomplish your goals, and it doesn't take any money. I wish I could just pop in and show you. I've given workshops to colleagues on how to change their teaching to enhance learning, plus working with school districts, parents and students. As one colleague said, "Geri, what you taught us actually works." She went on to say, "Let me tell you something, I'm an excellent nurse, however I didn't know how to teach until you showed me. My students are excited about coming to class and they want to learn." One must provide meaning to whatever we are teaching or the connections are not made in the brain. By strictly utililzing a textbook and lecturing if meaning isn't provided within the first five to ten minues the synapses will not make the connections and learning will not take place. I want my students to retain the information in long term memory, not short term for an exam. You know yourself that if you go to a meeting and there is no meaning you think of going to the grocery store, picking up children from school, other projects you need to do for the day instead of listening to whomever is talking, Another example, how did you learn to drive a car? You didn't learn just by reading a book. Also, our brains are pattern seekers and it's difficult to change the patterns we've been perpetuating for generations in the educational field, however, now we have brain research to substantiate the supposition, which is just in it's infancy. When we teach, we teach students our patterns, then they must take what we're saying, reorganize the information in their brains into their own pattern. I know I'm rambling but there is just so much I'd like to tell you and how educators and parents can effectively make these changes. My eldest son is a Cardio Nuclear Medicine physician and he's sent me xrays of brains after people have performed certain tasks and it is literally mind boggling to see the transformation in brain activity when the student is engaged in the learning process vs. being passive. I guess I could go on and on. I've put together education programs for governments all over the world and it is amazing to watch what I call the "ah ha" syndrome when people "get it." If you're one of the parents/educators it pleases me to see that you've taken the initiative through dialogue within Qatar to effectively seek a change to create an outcome based learning for your students. I must commend you. If I can ever be of any help, I'd be more than happy to do so.
4 January 2006, 17:15

New Curriculum new ways of learning new ways of teaching new schools what is original in education system if we can say so?
30 January 2006, 00:00

Hallo, I have read all the comments above. I was pleased to see people sharing the same experience despite that we all live in different countries. I am a head teacher and I am currently involved in a school develoment and quality assurance program. I was interested in both what Miss Adams said and the comment given by Mr Geri Willis.It is very important for us as schools to know if we are leading a successful developmet. The problem is that we always pass through wonderful training sessions ,but we are left to implement development with practically no funding and sometimes no supporting expertise. We are in need for the help of professionals like you doctor not only to train us but also to monitor our developmet closely. Developing schools are always in need of a supporter or a critical friend who is capable to provide necessary help when needed. I am currently reviewing the performance of teachers in the standard:do teachers meet different learning styles of students. I am finding a little difficulty in designing tools that would help me check this standard inside classrooms. I appreciate any help. Thank you
30 January 2006, 07:15

Hi, Learning how to learn in a rapidly changing knowledge based society: read some of Vygotsky's, Jensen's and Feuerstein's work on structural cognitive modifiability, knowledge construction functions and mediated learning experiences. School/education is not about an inert body of knowledge! I will be glad to start a discussion group/exchange program here in Qatar, and share my experiences. Currently working at Aspire, Academy for Sports Excellence, creates the unique opportunity to infuse modern approaches and dynamic assessments into a meaningful learning environment,and to prepare our students for a challenging and inspiring life.
30 January 2006, 09:45

Hello Nesrin, It was so nice to receive your informative dialogue. It’s individuals like you who are concerned about effectively making changes to enhance learning. I’ve spend approximately 18 years in the Middle East, off and on, so I understand some of your concerns and challenges, especially integrating Islamic Studies and would love to eventually return to the area. In Egypt I went in to numerous schools to train and work with the teachers and as you said, this hands-on approach is so effective. (By the way, it is Ms. not Mr., the name itself can be construed as either and I’ve encountered it on numerous occasions. Not to worry.) I wish I could share some of these tools with you and your colleagues. I’ve also been the Accreditation Liaison Officer for the Western Association of Schools and Colleges for a college and I’ve accredited for two accrediting agencies, WASC and SACS in K-12 worldwide so I understand your position in the area of school development and quality assurance programs. Having said that, one of the tools I’ve utilized as an administrator in the area of teacher evaluation is to divide the evaluation into five categories utilizing a rubric rating from Exceptional to Satisfactory, Needs Support, Inadequate and Five being Not Observed. The first area is PLANNING with the following areas of rating—Adequate time to review yearly, monthly, and weekly topics; Adequate time to review daily lesson plans; Complete and thorough daily lesson; Provides for an integrated thematic approach; Social skills have equal value with academic skills; Clearly stated goals/benchmarks; Clearly stated appropriate objectives; Provides for individual differences within lesson plans; Modifies and adjusts physical arrangement to learner’s advantage; Variety in teaching strategies used; Students are frequently offered choices in how to demonstrate mastery/knowledge; Plans for a variety of group organizational structures; Plans for hands-on, active involvement; Appropriate assessment that fits objectives; Logical, orderly sequence in plans; Provides for transitions within the lesson plans; Follows an appropriate organizational teaching format; Allows adequate time; Lesson plans are easily understood by others. Second is TEACHING with the following areas of rating—Gains and keeps student interest; Presentations/mini-lessons are clear; Reviews prior related lesson; Lectures/talks no more than 10-12 minutes; Clearly explains and provides a visual of expectations and procedures; Adequate and repeated practice using a variety in approaches; Adequate processing time allowed; Pacing is appropriate; Allows for small group, peer work and individual work; Efforts are directed toward relevant and meaningful lessons, drawing from past experiences; Provides for continual interaction and guidance to students; Checks students’ work and gives prompt feedback; Demonstrates knowledge of the subject matter; Use of manipulative math; Use of Science Inquiry and Discovery; Use of Spelling, reading, and writing workshops; Use of the Writing Process; The environment is enriched; In depth study = less is more; Collaboration with colleagues and students; Teaches to concepts, not facts. Next is ASSESSMENT—Uses authentic assessment; Uses portfolio assessments; Keeps appropriate and adequate records of student progress; Uses assessment results to set student goals; Uses assessment results to plan future lessons and activities; Provides evidence and documentation of student strengths and concerns for parent conference; Assessment is on-going; Students are encouraged to use self-assessment. The CLASSROOM MANAGEMENT—Provides a daily agenda; Provides consistency in routines, procedures and consequences; Promotes a positive, non-threatening learning environment; Uses positive discipline management strategies; Promotes, models and teaches mutual respect; Promotes student problem-solving; Promotes joint development of classroom rules; Provides for frequent movement and action; Routine provides for active/passive/active/passive agenda; Tone of voice is appropriate; Body language is no9n-threatening; Social skill development is equal to academic skills. Finally is PERSONAL QUALLITIES—Neat, clean and appropriately dressed; Demonstrates enthusiasm for learning for self and for students; Dependable an punctual; Flexible and patient; Positive respectful tone with others; Collaborates with other professionals; Listens to others, including students; Exhibits stamina and perseverance; Has a positive outlook on teaching and students; Demonstrates a sense of humor; Seeks continual professional growth. Then I have an area for further Evaluation Comments. As far as Multiple Intelligences are concerned I make sure that the teacher lists on their lesson plans which MI’s they’re utilizing for that specific lesson. During the course of the month I expect them to incorporate all of the intelligences, not necessarily all in one lesson. I also have an MI assessment for both adults and for children, grades K-8. I make sure that my teachers have taken the assessment because how can they relate unless they understand and can evaluate their own intelligence? The learning styles and teaching styles are two other categories that need to then be taken into consideration. Nesrin, I hope this helps and has given you a starting point. I commend you for your hard work and efforts in meeting the needs of your staff and students. Geri
30 January 2006, 12:30

Nesrin, one other point in regards to Learning Styles. There are several ways to incorporate learning styles into teaching, which can then be evaluated by an administrator. Three suggestions would be to have the teacher utilize differentiated instruction, second would be integrating their curriculum and finally one should be sure that students are provided choices. Then develop a rubric based upon your criteria for learning styles. Geri
30 January 2006, 12:45