2010-2011 e nglish a ccess m icroscholarship p rogram
TRANSCRIPT
2010-2011
ENGLISH ACCESS MICROSCHOLARSHIP PROGRAM
AGENDA
Opening Remarks, Jessica Levy, Asst. Cultural Affairs Officer, U.S. Embassy
Teachers and Students
Service Learning
Professional Development
Results 2009-2010
FOCUS ON TEACHERS
• Good teachers need to receive feedback on a regular basis from experienced supervisors/colleagues
• No one becomes a great teacher alone – collaboration is key
• Teachers need to be able to analyze test result and adapt their teaching accordingly
The success of Access is largely due to the dedication of the teachers. The focus on teachers has revolutionized the teaching of English in the Bedouin sector.
A short article in the Boston Globe, October 12, 2010, notes the importance of “making good teachers great”:
SERVICE LEARNING
• Enriches the learning experience
• Teaches civic responsibility
• Encourages both teachers and students to take an active part in addressing the needs, concerns and hopes of the community
• Strengthens communities through student involvement and volunteerism
Service learning integrates meaningful community service with instruction and reflection, and:
ACCESS STUDENTS AS ROLE MODELS
• Exposing younger students (1st or 2nd graders) to English - English Day
• Carrying out English Day for elementary students of English, incorporating story telling, games, etc.
• Preparing English theme bulletin boards and school decorations for an elementary school or kindergarten
Additional ideas/initiatives are welcome.
Access students will devote one day a year to community service. Possible forms of service include:
PROFESSIONAL DEVELOPMENT
Access teachers are divided into two groups:
Veterans – teachers who have been working in the program for more than 3 years
New teachers – teachers have worked in the program for only one year, have started this year, or haven’t started working yet .
PROFESSIONAL DEVELOPMENT
A four-day course aimed at reinforcing teaching methods and establishing the framework for collaboration and mutual support.
DATE CONTENTS
22/11/2010 • Meeting with the representatives of the U.S. Embassy responsible for Access
• Working with the “Manbas” software
• Understanding the updated literature program – Log vs. Exam
PROFESSIONAL DEVELOPMENT
DATE CONTENTS
3/1/2011 • From Assessment to Teaching Profiles• Analysis of Bagrut Results• Presenting the research findings
14/3/2011
6/6/2011
• Volunteering in the community• Preparing English days
• Preparing lessons together • Exposure to innovative teaching tools
(interactive boards)
PROF. DEVELOPMENT FOR NEW TEACHERS
• What is the Access program?
• How does teaching in Access differ from the way you teach in other classes?
• Advantages and challenges of the framework
• Teaching strategies
• The success story. How do we do it?
ONE-ON-ONE GUIDANCE
• Building a diagnostic test
• Analyzing test results
• Knowing the pupils’ strengths and weaknesses
• Planning lessons
• Modeling
• Reflection
RESULTS 2009-2010
The following graph reflects the examination results (before factoring in the internal grade) :
0
10
20
30
40
50
60
70
80
90
72
80 80 77 80 82
89
MODULE C
TEL SHEVA BRAHAT EL RAZIHURAARARA EL NURTEL SHEVA ALAKYAKSEYFE EL FARUK
RESULTS 2009-2010
The following graph reflects the examination results (before factoring in the internal grade) :
0
10
20
30
40
50
60
70
80
90
72
84
69
45
66
6067
MODULE D
TEL SHEVA BEL RAZIHURAARARAENTEL SHEVA ALAKYAEL FARUK
RESULTS 2009-2010
0
10
20
30
40
50
60
70 66 67
4856
70
60
69
MODULE E
TEL SHEVA BEL RAZIHURAARARA ENTEL SHEVA ALAKYAEL FARUK
The following graph reflects the examination results (before factoring in the internal grade):
On behalf of the Amal students and teachers, we would like to express our appreciation for the continued support of the U.S. Embassy: Jessica Levy, Assistant Cultural Affairs Officer Risa Levy, Cultural Affairs Specialist
THANK YOU!