Intensive Short Programs

Definition: deep training programs that are focused and of an applied nature, it aims to provide extensive training in one of the basic needs of the faculty members. 

Duration of the program: two days (seven training hours per day), four days for "Assessment and Evaluation for Teaching and Learning" program.

Target: faculty members.

Certificates: The participant gets a certificate from DAD\IAU.

Sources of the training topics: the topics were identified after assessing and analyzing the needs of faculty members from several sources, as follows:

  • Studies about the needs of the faculty members.
  • Academic Leaders Surveys.
  • Reports of the Quality and Academic Accreditation Deanship.
  • Students’ evaluation results for the course, tutor, and for the academic program.
  • Comparing and investigating global experiences in teaching and learning.
  • Questionnaire of the learning facilitators (trainers).
  • Recommendations of DAD Forums.

Strategies and methods that are used in training/Assessment:

  • Discussion and dialog.
  • Brainstorming.
  • Teamwork.
  • Practical applications.
  • Use of technology and mobiles.
  • Educational competitions.
  • Related videos.
  • Self-assessment/reflections and self-revision.
  • Colleague's evaluation.
  • Expert evaluation (trainer).

 

Short intensive training programs (in Arabic):

  1. Active learning (2 Days Program).
  2. Memory Engineering (2 Days Program).
  3. Systematic design of education and activity design (2 Days Program).

Short intensive training programs (in English):

  1. Designing and Implementing Effective Rubrics (2 Days Program).
  2. Assessment and Evaluation for Teaching and Learning (4 Days Program).

The philosophy of active learning is based on the need for active student participation during the teaching and learning process; as the student is the center of the T&L process, so the student must be active and involved in the learning activities.

Importance of the program

The importance of this program is to apply active learning strategies and skills in order to get into the core of active learning and to enhance the student's role as the center of the teaching and learning processes. On the other hand, this program integrates active learning with micro-education, by designing a simple educational situation for a specific period in terms of time and the content of the lesson and in the presence of the participants in the program, under the supervision of trainers with experience in this field.

Contents of the program

The program consists of 4 units:
Module 1: Theoretical framework.
Module 2: Educational context.
Module 3: Reflection on Active Learning Applications.
Module 4: Designing and following up on active learning tasks.

Program's objectives

  1. Support the vision of Imam Abdul Rahman bin Faisal University and its mission of promoting excellence in teaching and learning in the university's academic community.
  2. Enhance the skills of faculty members in active learning practices relying on an organized and purposeful pedagogical method.
  3. Encourage faculty members to adopt strategies and methods of active learning as a classroom culture.

Learning outcomes

At the end of this program, the participant will be able to:
1. Demonstrates the concept of active learning.
2. Compares traditional teaching with active learning.
3. Concludes the importance of active learning.
4. Defines the roles of the teacher and the learner in active learning.
5. Demonstrates the concept of micro-teaching.
6. Determines the steps of micro-teaching.
7. Combines micro-teaching with active learning.
8. Design a typical course in his field according to the strategies and methods of active learning.
9. Implements teaching situations in his field by using active learning.
10. Proposes solutions to overcome the constraints of active learning.

Program’s Agenda

Day 1

  • Concept, philosophy, and assumptions of active learning.
  • Active and traditional learning, the characteristics and importance of active learning. 
  • Results of studies.
  • Strategies and methods of active learning.

Day 2

  • Micro-teaching: its concept, its importance, and its integration into active learning.
  • Design educational attitudes (lectures) in accordance with active learning strategies.
  • Implement educational attitudes in accordance with the integration of active learning with micro-teaching.

Short intensive training programs (in English)

  • Designing and Implementing Effective Rubrics (2 Days Program).
  • Assessment and Evaluation for Teaching and Learning (4 Days Program).

In essence, rubrics are a labeling instrument that lists project specifications, contracts, or other work elements. List the rubrics for a certain score or grade. This allows the student to develop his / her job before applying. Teachers need to clarify the grades of the rubric.

Importance of the program

Interpretation of student expectations, performance development, simultaneous student input and planning, timely and comprehensive reviews, contact with colleagues and practice enhancement.

Contents of the program

The program consists of 5 scientific units:

Module 1: Define Rubric, Purpose, & Usage of Rubric.
Module 2: Describe the Benefits of Rubrics & Misconceptions.
Module 3: Rubric structure, Types & Levels of Performance.
Module 4: Module 4: Identifying Rubric parts and steps.
Module 5: How to Create a Rubric?
Module 6: develop grading Rubrics and evaluation.

Program objectives

  1. Communicating what is expected of a given performance or product before it takes place to teachers and students.
  2. Evaluate the quality of the performance or output until finished.

Learning outcomes for the training program

At the end of this program, the participant will be able to:

  • Identifying Rubrics components and steps.
  • Identify origin, purposes and uses of Rubric.
  • Explain benefits and misunderstandings.
  • Evaluate and build rubrics.

Program’s Agenda

Day 1

  • Define Rubric, Purpose, & Use of Rubric.
  • Describe Benefits & Misconceptions.
  • Rubrics structure, Types & Levels of Performance.

Day 2

  •  Identifying Rubric parts and steps?
  •  How to Create a Rubric.
  •  How to develop grading Rubrics.
  • Procedure for creating evaluation Rubrics.

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Published on: 14 September 2020
Last update on: 13 January 2021
Page views: 1938