FTI 2008 - AMAL BOU ZEINEDDINE
Differentiated Instruction: What is it, and how can I implement it in the Arabic classes?
(NOTE: This institute will be conducted in Arabic. Arabic translation below.)
This institute is of two components, one theoretical and the other practical and applied. In the theoretical segment, and in an interactive approach, we will arrive at a definition for differentiated instruction as reported in the literature, and incorporate brain research in order to interpret how differentiation can lead to effective learning.
In this institute, we will discuss differentiation as applied to the curriculum, content, process, product, assessment and classroom environment. The institute presents four ways for adopting differentiation in the Arabic classes: tiering the curriculum, student learning styles, multiple intelligences and the Tri-archic model of thinking styles.
In the applied component, we will determine the reasons for adopting differentiated instruction, fill out inventories which help in identifying learning styles, multiple intelligences and thinking styles. Finally, and in groups, we will develop activities and a sample lesson in Arabic based on differentiation.
The design of this institute is discussions, hands-on activities, individual, pair and group work. At the end of the institute, and in groups, participants will develop a sample lesson which they can implement in their Arabic classes. Groups will present their lesson to all for feedback, modification and improvement, if need be.
Prerequisites: None
Outcomes: By the end of this workshop, participants will. . .
1. demonstrate a clear understanding of what differentiated instruction is
2. practice how to implement differentiation in their Arabic classes
3. prepare activities and a lesson based on differentiation.
Targeted audience: Teachers and coordinators of Arabic at all levels.
Level: Introductory
تقوم ورشه العمل هذه على عنصرين أوّلهما نظري وثانيهما عملي تطبيقي. في الجانب النظري وبأسلوب تفاعلي، نعرّف معا ما هو التعليم المتمايز ((Differentiated Instruction وكيف تربط أبحاث الدماغ التعليم المتمايز والتعلّم الفعّال مستندين الى الادبيات العالميّة في هذا المجال. نتطرّق في هذه الورشة الى التعليم المتمايز من حيث المنهج، المحتوى، الاسلوب التعليمي، الناتج التعلّمي، التقويم، والبيئة الصفيّة. تركّز الورشة على هذه الخلفيّة العلميّة للتعليم المتمايز وكيفيّة تبنّي هذه الاستراتيجية داخل صفوف اللغه العربيه من خلال العمليّة التعليميّة، أسلوب التعلّم لدى المتعلّم، الذكاءات المتعدّدة، وأساليب الفكرالمتعدّدة. ننطلق بعدها الى الجانب التطبيقي بحيث نحدّد الاسباب التي تدفعنا لتطبيق التعليم المتمايز في صفوف اللغة العربيّة، نجيب على إستمارات في التعليم المتمايز وأخيرا نضع أنشطة ودرس يعتمد التعليم المتمايز. صمّمت هذه الورشة باسلوب عرض المادّة ومناقشتها، أنشطة عملية وتطبيقيّة والعمل الفردي،الثنائي والفريقي. في نهاية هذه الورشة، يحضّر المشاركون، كل في مجموعة عمل، درسا يقوم على مفاهيم التعليم المتمايز. من ثمّ يعرض المشاركون عملهم بهدف التحسين والتعديل إذا لزم الامر.
Dr AMAL BOUZEINEDDINE received her EdD in Bilingual Education from Boston University in 1994. She has been a full-time faculty member in the Department of Education at the American University of Beirut, Lebanon, since the academic year 1994-1995. Dr BouZeineddine's interest lies in preparing pre- and in-service teachers in teaching language arts in the elementary school. She has been in teacher professional development, basically for teachers of Arabic in the elementary school, since 1996. In addition, Dr BouZeineddine has been the Associate Director for the Center for Teaching and Learning (CTL) at the American University of Beirut since 2005. She has held numerous consultation positions in Lebanon and the region such as Bahrain, Egypt, Jordan, Oman, Qatar, Saudi Arabia and United Arab Emirates. <bouzein@aub.edu.lb>