Day 1 Session One  Introduction What is “Active Learning? Why do teachers need  “Active Learning”? Effective Active Learning Strategies Session Two Active Learning Strategies Put into Practice Engage and Teach (Build a Lesson) Feedback Conclusion

The course General Aim The aim of this training course is to develop accurate active integration of technology with active learning practices among EFL teachers. Learning objectives Practice different active learning strategies Facilitate Teachers engaging to their students effectively Familiarize the teachers with different appropriate technological tools Improve classroom teaching practices by using technology

Reflect on traditional teaching practices and active learning

Passive Learning ( Teacher-centered )   Teacher lectures and controls everything in the learning process Very little interaction occurs between students. Students use lower level thinking skills such as comprehension and application. Educational aids and tool are rarely used. Teacher relies on verbally relaying information. Students are not involved in the learning process.

Active Learning ( Learner-centered)   Teacher is a facilitator and monitor and guides students. Task based process of learning. It requires students to learn by discovery. Interaction is a combination between teacher and student and student to student through pair and group activities. Students discuss, debate and give opinions on what they are learning. Students use higher level thinking skills when completing tasks such as analysis, simulations, synthesis and evaluation and task based learning. Information is dynamic and is put into practice in different situations.

The benefits of active learning   Develops collaborative skills Collaboration is a pillar of most active learning approaches. In increasingly team-oriented workplaces, students whose only experience is with essay writing and exams will find themselves at a disadvantage. By working together in breakout groups, students develop the abilities they’ll need to collaborate in the workforce. Encourages risk taking Active learning pulls students out of their comfort zone by creating an environment where risk taking is encouraged. As they get more comfortable sharing their thoughts, defending their conclusions and building on each other’s ideas, they’ll gain confidence and self-possession. Requires student preparation In an active learning classroom, no one’s invisible. It’s immediately apparent when students haven’t taken the time to prepare, so there’s greater motivation to show up – in mind and body. Increases engagement Students who are actively learning are actively engaged. Whether solving a problem, debating an issue or researching a concept, they are processing ideas and forging deeper understanding.  Improves critical thinking  Active learning shifts the focus of learning – from passively (and possibly unquestioningly) digesting information to being accountable for actively engaging with sources and perspectives. And when students share ideas, they learn to build stronger arguments, challenge presumptions and recognize leaps of logic.

Increases retention Active learning classrooms are, well, more active. Students are often applying their ideas, working on collaborative projects or using approaches like design thinking or the agile process to solidify their learning. Makes tech more powerful Active learning classrooms are filled with tools and systems that put students at the center.  Sparks creative thinking​​​​​​​ Active learning helps students understand that creativity goes beyond the Eureka moment – it develops with effort and hard work. With lots of practice flexing their creative muscles, students also see how both individual reflection and collaborative exchange can lead to better ideas and more novel solutions to problems.​​​​​​​ Fosters real problem solving​​​​​​​ The ability to solve complex problems is the most important needed skill for future jobs. Students in active learning classrooms understand that no one has all the answers, so it’s up to them to figure them out.

•Salma is an English teacher. She is teaching intermediate stage. Salma suffers everyday from boring online classes and heavy material to deliver. •Rand is an English teacher as well . She teaches intermediate stage but in another school. Rand is enjoying her daily online classes with her students. •One day Salma and Rand met together and hold a chat towards their online teaching experience.

Rand noticed how poor teacher  and she decided to help her. Rand putting into consideration Salma years of experience. So, she is thinking how to make Salma changed her point of view towards online teaching as a heavy duty and boring process. Rand wants Salma to be back to student-centered rather than the teacher-centered where she believed that  online learning should be a teacher-centered process to help the students understand their taught material and there is not any way to integrate the students in the online learning process.