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Regulations
DEFINITION(S):
For the purposes of this policy, the core values of education are defined as follows:
circumstances.
The moral obligation is defined as a set of ethical values and principles which are in accordance with the
religion of Islam and the values, ethics, identity and culture prevalent in UAE society, and which respects
other religions (see Policy (30)).
PURPOSE(S):
All Schools must show respect to all religions and encourage respect, tolerance and understanding for
cultural diversity. Schools must never allow staff or students to denigrate or abuse adherents of different
religions, but must instead encourage students to be culturally sensitive toward other religions.
Schools will:
- Comply with all aspects of this policy and related regulations, including those relating to curricula, extra-
curricular activities, staff and students in daily operations and strategic planning.
- Effectively implement this policy through the creation of a positive environment engendering the spirit of
teamwork.
- Incorporate into all of the School’s policies and strategies the principles of the religion of Islam and the
moral values of UAE society as prescribed by this policy.
- Convey a clear message that no educational activity can take place without having a moral basis, whether it
concerns leadership, administration, counselling, curricula or extra-curricular activities.
- Afford respect to the religion of Islam and all religions, and ensure that students and staff behave in a way
that does not offend other religions.
- Appoint staff who are in tune with the moral values of education, and provide leadership based on moral
principles as stipulated by this policy.
- Create a positive environment that engenders teamwork, whether amongst staff or between staff and
students, and facilitate the involvement of Parents / Guardians and the local community where possible.
- Promote the adoption of the values of integrity and honesty in all the School’s operational, teaching and
assessment aspects, and instil these values in students.
- Monitor the application of the principles of transparency in dealing with staff, teachers, students and
Parents / Guardians in a manner that is clear, honest and trustworthy.
- Conduct all School affairs in a manner that ensures respect for students, Parents /Guardians and the
community, and encourage students to treat others in the education process with respect as a core value.
- Work within a monitoring and follow-up framework to exercise their authority in a manner in which
people take responsibility for the consequences of their actions, and in which people are held accountable
for any shortcomings, thereby enhancing accountability as a value associated with the exercise of rights and
powers.
- Apply these policies in all School operations, with emphasis on empathy, caring and responsibility for
others. This includes having School management showing care to staff, students and Parents/Guardians, and
teachers showing care to students and their educational interests.
- Ensure that all contractors and service providers to the School, in particular those related to extra-curricular
activities, abide by the core values of education. All contracts made with them should include an explicit
commitment to consider and abide by the values, morals and traditions of UAE society.
x Integrity: Doing the right thing no matter what the circumstances may be
The best teachers are capable of maximizing the learning potential of every student in their
class. They understand that the key to unlocking student potential is by developing
positive, respectful relationships with their students beginning on the first day of the
school year. Building a trusting relationship with your students can be both challenging
and time-consuming. Great teachers become masters at it in time. They will tell you that
developing solid relationships with your students is paramount in fostering academic
success.
It is essential that you earn your students’ trust early on in the year. A trusting classroom
with mutual respect is a thriving classroom complete with active, engaging learning
opportunities. Some teachers are more natural at building and sustaining positive
relationships with their students than others. However, most teachers can overcome a
deficiency in this area by implementing a few simple strategies into their classroom on a
daily basis. Here are some strategies to try:
Provide Structure
Most kids respond positively to having structure in their classroom. It makes them feel safe
and leads to increased learning. Teachers who lack structure not only lose valuable
instructional time but often never gain the respect of their students. It is essential that
teachers set the tone early by establishing clear expectations and practicing class
procedures. It is equally critical that students see that you follow through when boundaries
are overstepped. Finally, a structured classroom is one with minimal downtime. Each day
should be loaded with engaging learning activities with little to no downtime.
Students will respond positively when a teacher is enthusiastic and passionate about the
content they are teaching. Excitement is contagious! When a teacher introduces new
content enthusiastically, students will buy in. They will get just as excited as the teacher,
thus translating to increased learning. Exuberance will rub off on the students in your
classroom when you are passionate about the content you teach. If you are not excited, why
should your students be excited?
Everyone has terrible days including teachers. We all go through personal trials that can be
difficult to handle. It is essential that your personal issues do not interfere with your ability
to teach. Teachers should approach their class each day with a positive attitude. Positivity
is transcending. If the teacher is positive, the students will generally be positive. Who likes
to be around someone that is always negative? Students will in time have resentment for a
teacher who is always negative. However, they will run through a wall for a teacher is
positive and continuously offering praise.
Teaching and learning should not be boring. Most people love to laugh. Teachers should
incorporate humor into their daily lessons. This may be sharing an appropriate joke related
to the content you will be teaching that day. It may be getting into character and donning a
silly costume for a lesson. It may be laughing at yourself when you make a silly mistake.
Humor comes in several forms and students will respond to it. They will enjoy coming to
your class because they love to laugh and learn.
Learning should be fun and exciting. Nobody wants to spend time in a classroom where
lecturing and note-taking are the norms. Students love creative, engaging lessons that grab
their attention and allow them to take ownership in the learning process. Students enjoy
hands-on, kinesthetic learning activities where they can learn by doing. They are
enthusiastic about technology-based lessons that are both active and visual. Students love
teachers who incorporate creative, fun, engaging activities into their daily classroom.
Every student has a passion for something. Teachers should use these interests and
passions to their advantage by incorporating them into their lessons. Student surveysare a
fantastic way to measure these interests. Once you know what your class is interested in,
you have to find creative ways to integrate them into your lessons. Teachers who take the
time to do this will see increased participation, higher involvement, and an overall increase
in learning. Students will appreciate the extra effort you have made to include their interest
in the learning process.
Everyone loves a compelling story. Stories allow students to make real-life connections to
the concepts that you are learning. Telling stories to introduce or reinforce concepts bring
those concepts to life. It takes the monotony out of learning rote facts. It keeps students
interested in learning. It is especially powerful when you can tell a personal story related to
a concept being taught. A good story will allow students to make connections that they may
not have made otherwise.
It is necessary to understand that your students have lives away from your classroom. Talk
to them about their interests and extracurricular activities that they participate in. Take an
interest in their interests even if you do not share the same passion. Attend a few ball
games or extracurricular activities to show your support. Encourage your students to take
their passions and interests and to turn them into a career. Finally, be considerate
when assigning homework. Think about the extra-curricular activities occurring on that
particular day and try not to overburden your students.
Your students will never respect you if you do not respect them. You should never yell, use
sarcasm, single a student out, or attempt to embarrass them. Those things will lead to a
loss of respect from the entire class. Teachers should handle situations professionally. You
should deal with problems individually, in a respectful, yet direct and authoritative
manner. Teachers must treat each student the same. You cannot play favorites. The same
set of rules must apply to all students. It is also vital that a teacher is fair and consistent
when dealing with students.
One of the biggest obstacles to connecting with other teachers is making sure that you’re all on the
same page. Everyone should know what’s expected of them and be made a valued part of the team.
From there, it’s much easier to build relationships and figure out the next steps to take to improve the
quality of education kids receive.
5. START A BLOG.
Share your experiences and invite other teachers to share theirs through a collaborative blog. It’s a
great way to talk when you don’t have time at work, and it can be shared with other teachers outside
your school as well.
8. GET FEEDBACK.
It can be hard to hear a critique of your teaching or lessons, but ultimately it can be very helpful to you
and other teachers to get some feedback. Some schools schedule observations or videotape teachers,
but even informal feedback can be beneficial.
1. Sensorimotor Stage: Birth through about 2 years. During this stage, children learn about the world
through their senses and the manipulation of objects.
2. Preoperational Stage: Ages 2 through 7. During this stage, children develop memory and
imagination. They are also able to understand things symbolically, and to understand the ideas of past
and future.
3. Concrete Operational Stage: Ages 7 through 11. During this stage, children become more aware of
external events, as well as feelings other than their own. They become less egocentric, and begin to
understand that not everyone shares their thoughts, beliefs, or feelings.
4. Formal Operational Stage: Ages 11 and older. During this stage, children are able to use logic to
solve problems, view the world around them, and plan for the future.
accommodation
adaptation
assimilation
behavioral schemata
clinical method
concrete operational stage
developmental stage
developmental theories
equilibrium
hypothetico-deductive reasoning
laws of conservation
mediation
nature/nurture question
object permanence
operational schemata
organization
pragmatics
preoperational stage
schemata
sensorimotor stage
symbolic schemata
Learner Diversity
Remember when you were in school and you had to cram hundreds of pages
of textbook material into your head before every big test? If you were like most
students, you and your friends probably developed all kinds of tactics to make
the grade. Maybe you made flashcards, or reviewed recordings of your
professors’ lectures, or came up with intricate mnemonic devices to memorize
the material at hand. You may have argued with your classmates about which
method was best—but the truth is that, when it comes to learning, one size
does not fit all.
Scientists and psychologists have developed a number of different models to
understand the different ways that people learn best. One popular theory, the
VARK model, identifies four primary types of learners: visual, auditory,
reading/writing, and kinesthetic. Each learning type responds best to a
different method of teaching. Auditory learners will remember information best
after reciting it back to the presenter, while kinesthetic learners will jump at the
chance to participate in a hands-on activity.
Luckily, there are a few simple things you can do as a presenter to make sure
you’re catering to every kind of learner in your audience, whether you’re
speaking to hundreds of webinar attendees or 30 coworkers in a small training
session. Take a look at the infographic below, or continue reading to learn
more about the VARK model’s four primary learning styles and what you can
do to engage all of them in your next presentation.
Scope & Sequence of the Curriculum
We often hear the phrase “Scope and Sequence” when talking about books,
courses and curriculum products.
In a nutshell, a scope and sequence is a list of all the ideas, concepts and
topics that will be covered in the book, or in the course, or in the lesson plans
assigned within a curriculum.
So, for instance, the scope and sequence for a course about geology would be
a list of all of the geology concepts covered in the course. The scope and
sequence for a curriculum in high school writing would list all of the concepts
taught in the writing course. And the scope and sequence for a middle school
math text would list everything covered in the math book.
Usually, scope and sequence comes in the form of a list, and usually the
topics are listed in the order that they appear in the
book/curriculum/course. But, sometimes, scope and sequence is written in
narrative form, and sometimes it is indexed a little bit differently, too.
The value of reading the scope and sequence — particularly for homeschool
parents – is to determine whether a particular product is appropriate for the
student, and will cover the material they want to teach. A quick glance down
the list should easily help parents determine whether the concepts have
already been covered in an earlier grade, are too advanced for the student this
year, or seem to be appropriate for the age/grade level child being taught.
Additionally, for those on the fence about using a particular product, the scope
and sequence can also be helpful for:
2. Teaching
3. Assessment
4. Professionalism
5. Good Behaviour
These two forces, argues Dr. Tony Wagner, co-director of Harvard's Change Leadership Group,
compel us to reconceptualize education in this country. In his thoughtful analysis of future industry
needs and education readiness studies, Dr. Wagner has identified what he calls a "global
achievement gap," which is the leap between what even our best schools are teaching, and the
must-have skills of the future:
The understanding varies as to which skills should be included in this concept. Other concepts are
also in use, such as Key Competences. We can include these skills in our Basic Skills work:
Oral communication
The notion of “basic skills” varies in space and time; consequently, when agreeing on the
competences or skills we should guarantee for all, we may find different definitions: from
understanding that it is a matter of acquisition of basic skills (reading-writing and numeracy), as
well as the ability to use these skills in a way beneficial for socioeconomic development, to
promotion of “critical” literacies to promote social change.
. Adaptive Thinking: In the digital age, things are changing at exponential rates. By the
time employees learn the newest software or program, a better version is coming about.
Future employers will need to continuously adapt to changing conditions as well as be able
to learn new things quickly and efficiently. We need our students to learn how to learn.
6. Inquiry Skills: The large majority of academic assessments ask students for answers.
Rarely do we assess students on how well they can ask questions. The ability to ask great
questions, however, is a critical skill that is desperately needed in a culture which requires
constant innovations.
7. Technology Skills: Almost every business that I talked to said that employers will need
to be skilled at using technology. In the digital age, technology is everywhere. Schools,
however, have been slow to adapt to this change. Rarely are students required or taught to
learn technology efficiently. This needs to be emphasized.
8. Creativity and Innovation: This skill is mentioned often. I believe that it correlates with
the ability to ask good questions and the ability to problem solve. Employers will be looking
to employees more and more for creative and innovative solutions to issues that exist.
9. Soft Skills: Schools rarely spend time teaching students soft skills, including skills such
as time management skills, organizational skills, the ability to look someone in the eyes
when talking to them, or using a firm handshake. I have heard a number of times, by
different business leaders, that these skills seem to be disappearing.
10. Empathy and Perspective: Although this skill has always been important, it seems to
be another one that is slowly disappearing. The ability for our students to put themselves in
someone else’s shoes, to understand their feelings, and to help solve their problems.
3. Constructivism is the idea that people are responsible in creating their own
understanding of the world and using what they know based on previous
experiences in the process of linking new information to these experiences.
People use these experiences and new information to construct their own
meaning.
4. Humanism focuses on the individual as the subject and asserts that learning is a
natural process that helps a person reach self-actualization. Scenarios and role
modeling are important factors in humanistic learning, as are experiences,
exploring and observing others.
5. Connectivism is a relatively new learning theory, developed and based upon the
idea that people process information by forming connections. This theory has
developed with the digital and technology age, adapting to advances in these
arenas. This new theory suggests that people no longer stop learning after formal
education and continue to gain knowledge from other avenues such as job skills,
networking, experience and access to information with new tools in technology.
Pedagogical Approaches
xperiential learning (praxis) as the core pedagogical approach Why? Because political knowledge is best
acquired, retained and deepened when it impacts people’s personal and communal lives – often leading to
involvement in public affairs.
5. Constructivism • We construct meaning based on prior knowledge and experience • Meaning-making •
Learning is social • Learning as active
6. In a constructivist approach, it is important that we know where our students are coming from but NOT to
judge them, but to be able to provide the most suitable learning environment for them to discover what
needed to be learned and un-learned.
7. CONSTRUCTIVIST APPROACH • ANECDOTAL RECORDS • CELEBRATION OF LEARNING •
EXIT CARD • GRAPHIC ORGANIZER • JOURNAL • ORAL PRESENTATION • PEER ASSESSMENT
• PORTFOLIOS • RUBRICS • SIMULATION • PROJECT BASED LEARNING ASSESSMENT IN A
CONSTRUCTIVIST CLASSROOM
8. Approaches that promote constructivism in the AP 10 classroom • Integrative teaching – cutting across
disciplinal lines (interdisciplinary) and learning styles • Reflective – stepping back and analyze their
experience to improve future learning • Collaborative – not only among students but more importantly
between students, teachers, and their respective community • Inquiry-based – raising questions, posing
problems or scenarios and let student discover the answer
9. CONTEN T-BASED INSTRUC TION INQUIRY THEMATIC TEACHING GENERIC COMPETE
NCY MODEL IT AIMS TO CONNECT WHAT IS LEARNED IN SCHOOL TO REAL LIFE
SITUATIONS, THUS IT IS MORE ON DEVELOPING PROBLEM SOLVING AND DISCUSSIONS OF
ISSUES IN THE REAL WORLD. Make connections of learning across curricula; focuses on connections
rather than isolated facts. Integrative Approach
10. Integrative Teaching •THEMATIC TEACHING- THEME HELPS STUDENTS SEE THE
MEANINGFUL CONNECTIONS ACROSS DISCIPLINES OR LEARNING AREAS
11. REFLECTIVE APPROACH -TEACHERS ANALYZE THEIR OWN PRACTICE AND
UNDERLYING BASIS TO CONSIDER ALTERNATIVE MEANS FOR ACHIEVING THEIR ENDS.
12. Strategies- Reflective Approach 1. MULTIMEDIA PRESENTATION EFFECTIVE USE OF
INSTRUCTIONAL MATERIALS THAT UTILIZE A WIDE RANGE OF ELECTRONIC MEDIA,
ALLOWING LEARNERS TO REFLECT AFTER THE TEACHING LEARNING PROCESS.
13. 2. Drill and Practice Strategies-Reflective Approach GIVES EMPHASIS ON REPETITION AFTER
THE LEARNERS REFLECT ON THEIR SKILL OR LEARNING.
14. collective learning, learning communities, peer teaching, peer learning or team learning LEARNERS
WORK TOGETHER TOWARDS A COMMON GOAL • TEACHERS MUST FULLY UNDERSTAND
LEARNERS PREFERRED LEARNING STYLES. Collaborative Approach
15. 1.ONLINE-COLLABORATIVE LEARNING- ACTIVITIES REFLECT CURRENT AND FUTURE
NEEDS RESPONSIBLE INDIVIDUALS IN A TECHNOLOGICALLY ADVANCED SOCIETY
16. 2. JIGSAW METHOD LEARNERS WORK IN A SMALL GROUP ALLOWS INTERACTION
WORK INDEPENDENTLY DEVELOP LISTENING , ENGAGEMENT AND EMPATHY SKILLS
EFFICIENT WAY TO LEARN CONTENT Strategies- Collaborative Approach
17. Strategies- Collaborative Approach 3. THINK-PAIR-SHARE COOPERATIVE DISCUSSION
STRATEGY WITH 3 STAGES OF ACTION THINK •PONDERS PAIR • GETS A PAIR SHARE
•PARTAKES KNOWLEDGE
18. INQUIRY-BASED APPROACH-LEARNERS ACQUIRE KNOWLEDGE BY INVESTIGATION.
FORMULATE QUESTIONS INVESTIGATE BUILD UNDERSTANDING CREATE MEANING/NEW
KNOWLEDGE
Strategies
20. Strategies- Inquiry-based Approach DEMONSTRATION •LESSENS TEACHERS’ ACTIVE ROLE
•ALLOW LEARNERS TO RESPECT DIVERSITY •PROVIDES A CONCRETE/VISUAL WAY OF
EXPLAINING THE TOPIC
21. Where do we start? Techniques in probing student’s understanding: 1. Predict-observe-explain 2.
Graphic organizer, KWLH Chart 3. Mind Mapping and Concept Mapping 4. Concept Cartoons Each module
in the LM should have at least one or two of these activities. Can you find them?
22. How do we know that they now know? • Learning takes place when what we know is being challenged
by new ideas brought about by contemporary experiences. • Cognitive dissonance – a necessary precursor of
learning
23. Why are we doing this? • meaningful lesson vs meaningful classroom A lesson is meaningful if it
provides learners with facts and empirical data and explain how these relate with each other. But if the
learner does not find any relevance in learning for learning’s sake, then the classroom is not a meaningful
one.
24. Therefore, a lesson is meaningful in so far as it effectively provides conceptual knowledge. A classroom
is a meaningful when learners see its value beyond what the lessons provide.
25. We must offer the AP 10 learners the experience of a meaningful classroom – that coming to class is not
pointless but a value in itself. This means that we have to convert our classroom from a theoretical to a more
practical one.
26. Paulo Freire (1921-1997)
27. The educational system is one of the major instruments for the maintenance of the culture of silence
(education as a practice of domination).
28. Therefore, the education process CANNOT be neutral. It either functions as an instrument to facilitate
the integration of younger generation into the logic of the present system and bring about conformity to it. or
It becomes the practice of freedom, the means by which men & women deal critically and creatively with
reality & discover how to participate in the transformation of the world.
29. AP 10 provides a safe and inclusive space where critical and honest conversations can happen. AP 10
uses relevant experiences that can excite our students to find meaning inside the classroom and eventually
ignite them to engage in the political outside.
30. Implication to you as a teacher...
31. “It is what teachers think, what teachers do, and what teachers are at the level of the classroom that
ultimately shapes the kind of learning that young people get.”
Pedagogical
Explanation
Approach
Integrated Learning Satisfactory: content from a number of different subject areas is readily
identifiable
Good: resource is appropriate for use in more than one subject area
Very Good: the lines between subjects are blurred
Assessment & Tools are provided that help students and teachers to capture formative
Evaluation of and summative information about students' learning and performance.
Student Learning These tools may include reflection questions, checklists, rubrics, etc.
2- Demonstrate learner-centered teaching, which can be measured by the following performance criteria:
- Plan and implement lessons with clear, measurable objectives that respond to the diverse needs of learners.
- Implement strategies to optimize the personal development and academic progress of learners.
- Manage classroom logistics to optimize teaching and learning.
- Optimize the use of available resources and learning technologies s.
3- Use assessment for learning, which can be measured by the following performance criteria:
- Use varied assessments to measure learner achievement, including relevant national and international
assessments.
- Analyze and use assessment data to inform planning, teaching and curriculum review.
- Communicate assessment information to parents.
2- Engage in professional growth, which can be measured by the following performance criteria:
- Engage in professional growth activities aligned to professional development plan.
- Demonstrate awareness that digital technologies are a key element in teaching and learning.
3- Determine impact on learner achievement, which can be measured by the following performance criteria:
- Evaluate the impact of professional development activities on teaching practices.
- Evaluate the impact of professional development activities on learner achievement.