This is a template intended to be used by Arabic Language Educators to copy, remix, upload and insert media, write, describe, align to standards, license and publish their Arabic Language Activities.
By the end of this unit teachers should be able to:
Technological literacy 5- (a) Integrating the activity of using computer labs in teaching activities on a continuous basis.
Technology Literacy 5- (b) Work to manage the process of using complementary information and communication technology resources with individuals and small groups of students in the regular classroom so that other educational activities in the classroom are not disrupted.
Deepening knowledge 5- (a) Placing and organizing computers and other digital resources in the classroom so that learning activities and social interactions are supported and enhanced among the classroom students.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
محو الأمية التكنولوجية 5- (أ) تكامل نشاط استخدام معامل الكمبيوتر في الأنشطة التعليمية بشكل مستمر.
محو الأمية التكنولوجية 5- (ب) العمل على إدارة عملية استخدام موارد تكنولوجيا المعلومات والاتصالات التكميلية مع الأفراد والمجموعات الصغيرة من الطلاب في الفصول الدراسية العادية حتى لا تتعطل الأنشطة التعليمية الأخرى في الفصل.
تعميق المعرفة 5- (أ) وضع وتنظيم أجهزة الكمبيوتر والموارد الرقمية الأخرى في الفصل الدراسي بحيث يتم دعم وتعزيز الأنشطة التعليمية والتفاعلات الاجتماعية بين طلاب الفصل.
By the end of this unit teachers should be able to:
Deepening knowledge 3. (a) Demonstrate how ICTs and collaborative project-based learning can support students' thinking and social interaction; Students come to understand the basic concepts, processes, and skills of the subject and use them to solve life's problems realism.
Deepening knowledge 3- (b) Identifying or preparing complex problems prevailing in real life and working to structure them in a way that integrates the basic concepts of the subject matter in the problems and is a basis for students' projects.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 3. (أ) توضيح كيف يمكن لتكنولوجيا المعلومات والاتصالات والتعلم التعاوني القائم على المشاريع أن يدعم تفكير الطلاب وتفاعلهم الاجتماعي ؛ يتعرف الطلاب على المفاهيم والعمليات والمهارات الأساسية للموضوع ويستخدمونها لحل مشاكل الحياة الواقعية.
تعميق المعرفة 3- (ب) تحديد أو إعداد المشكلات المعقدة السائدة في الحياة الواقعية والعمل على هيكلتها بطريقة تدمج المفاهيم الأساسية للموضوع في المشكلات وتكون أساسًا لمشاريع الطلاب.
By the end of this unit teachers should be able to:
Technology Literacy 3- (a) List how prescriptive teaching and ICTs can be used to support students' acquisition of subject-related knowledge.
Technology literacy 3- (b) Include appropriate ICT activities in lesson plans to support students' acquisition of subject-related knowledge.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
محو الأمية التكنولوجية 3- (أ) ضع قائمة بكيفية استخدام التدريس التوجيهي وتكنولوجيا المعلومات والاتصالات لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.
محو الأمية التكنولوجية 3- (ب) تضمين أنشطة تكنولوجيا المعلومات والاتصالات المناسبة في خطط الدروس لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.
This page documents ISKME’s 2013-2014 Open Educational Resources (OER) Fellowship Program which mentors educational leaders to champion OER into classrooms, school districts, and communities. The program runs from September until October and includes eight math teachers from Doha, Qatar.
This is a template intended to be used by Arabic Language Educators to copy, remix, upload and insert media, write, describe, align to standards, license and publish their Arabic Language Activities.
This is a template intended to be used by Arabic Language Educators to copy, remix, upload and insert media, write, describe, align to standards, license and publish their Arabic Language Activities.
This is a video and student worksheet that focuses on ....
This is a template intended to be used by Arabic Language Educators to copy, remix, upload and insert media, write, describe, align to standards, license and publish their Arabic Language Activities.
By the end of this unit, teachers should be able to:
Technology Literacy 2- (a) Matching a specific set of curriculum standards to a specific set of computer programs and applications and demonstrating how those standards are supported by those applications.
Deepening knowledge 2- (a) Identifying the main concepts and processes in the field of specialization of teachers, clarifying the function and purpose of the tools for the subject and how these tools can support students’ understanding of these main processes and concepts and their application in real life away from the classroom studying.
نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
محو الأمية التكنولوجية 2- (أ) مطابقة مجموعة محددة من معايير المناهج مع مجموعة محددة من برامج وتطبيقات الكمبيوتر وإظهار كيفية دعم هذه المعايير بواسطة تلك التطبيقات.
تعميق المعرفة 2- (أ) تحديد المفاهيم والعمليات الرئيسية في مجال تخصص المعلمين ، وتوضيح وظيفة والغرض من أدوات الموضوع وكيف يمكن لهذه الأدوات أن تدعم فهم الطلاب لهذه العمليات والمفاهيم الرئيسية وتطبيقها في الحياة الواقعية بعيدًا عن الدراسة في الفصل الدراسي.
By the end of this unit teachers should be able to:
Technology literacy 6- (c) Identify and manage the security problems associated with the use of the Internet.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
محو الأمية التكنولوجية 6- (ج) تحديد وإدارة المشاكل الأمنية المرتبطة باستخدام الإنترنت.
Video of second grade students having an interpersonal conversation about different topics in Arabic.
Colors, something. (DRAFT)
Materials for a student's first year of Egyptian Arabic
Short Description:
This book presents materials for mastering the Arabic alphabet and the student's first steps in Egyptian Arabic.
Word Count: 16366
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Arabic for Dummies is a power point that introduces Arabic to non-speakers and gives them an idea about its history and roots.
This course has several purposes. The major concern will be the examination of Spanish culture including Spain's history, architecture, art, literature and film, to determine if there is a uniquely Spanish manner of seeing and understanding the world - one which emerges as clearly distinct from our own and that of other Western European nations.
Database of Hebrew and Arabic texts recovered by a US Army team in Iraq. Primary Resources/Authentic Texts. The restoration and preservation of these documents is explained.
Conversation Activities | The Pathways Project
Short Description:
Let’s Chat! Arabic features a collection of over 28 interpersonal speaking activities for novice and intermediate learners. Touching on a range of thematic topics such as greetings, daily routines, health, eating out, holidays and so much more, Arabic teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms.
Long Description:
Let’s Chat! Arabic features a collection of over 28 interpersonal speaking activities for novice and intermediate learners. Touching on a range of thematic topics such as greetings, daily routines, health, eating out, holidays and so much more, Arabic teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms.
Are you a language instructor using Pathways Project Activities? We would love to hear from you. CLICK HERE to provide your feedback and share back activities you revised with the Pathways Community.
The Pathways Project, an initiative from the Department of World Languages at Boise State University, is a collaborative network of open educational resources (OER) including instructional language teaching materials and professional development created by and uniquely for Idaho’s K-16 language teachers and students.
Teachers and students participating in the Pathways Project come from different fields of study and schools across Idaho to create open (i.e., free), digital activities that support the teaching and learning of foreign languages and promote intercultural competence. We hope to impact the opportunities learners have to connect to the global world!
Visit the Pathways Project Website to learn more.
Word Count: 42800
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
"Madar Al-Huruf" means "wheel of letters" in Arabic. The wheel was designed to be rotatable on two sides and user friendly, and it introduces users to the Arabic alphabet. Anyone who is completely unfamiliar with the Arabic alphabet is able to write his/her name by matching English letters and sounds to their Arabic phonetic counterparts. This free app is the virtual form of the physical wheel distributed by Qatar Foundation International.
Click here for the link to the free app on the iTunes store:
Q Wheel App; Madar Al-Huruf
https://itunes.apple.com/mx/app/madar-al-huruf/id717596929?l=en&mt=8
More resources for Madar Al-Huruf:
Download the Q wheel curriculum, which provides an overview of introducing students to the Arabic alphabet and teaching them how to write in Arabic script, at this link: https://www.oercommons.org/authoring/6041-madar-al-huruf-curriculum
You can access the Q wheel workbook, which walks you through the steps of writing your name in Arabic, at this link: https://almasdar.oercommons.org/authoring/6042-madar-al-huruf-workbook/view
About the developers:
Madar Al-Huruf was created and designed by Moneera Al-Badi. Moneera developed the user guide and worked closely with US-based teachers of Arabic in Washington, DC and Tucson, AZ to finalize the wheel's design. Two Arabic teachers in Tucson, Arizona, Fatima Abdulkazem and Nour Jandali, created the mini unit and student workbook, making the wheel a truly global endeavor. Fatima and Nour also developed the TSCTSC strategy to write one’s name in Arabic. This strategy was inspired by and adapted from the book Sugar Comes from Arabic: A Beginner’s Guide to Arabic Letters and Words by Dr. Barbara Whitesides (Interlink Books, 2009).
Furthermore, QFI has partnered with Qatar Computing Research Institute (QCRI), a nonprofit multidisciplinary computing research institute founded by the Qatar Foundation, to develop the Arabic Wheel Mobile Application.
This app was made possible through support and funding from Qatar Foundation International, LLC (QFI). A not-for-profit organization, QFI is a U.S.-based member of Qatar Foundation and is focused on grant-giving and programmatic activities that promote education as a force that facilitates collaboration across geographical, social and cultural boundaries. To learn more about QFI and the Arabic Transliteration Wheel, please visit: www.qfi.org.
Curriculum for Madar Al-Huruf, the Arabic transliteration wheel. This curriculum provides an overview of introducing students to the Arabic alphabet and teaching them how to write in Arabic script.
More resources for Madar Al-Huruf:
You can access the Q wheel workbook, which walks you through the steps of writing your name in Arabic, for free at this link: https://almasdar.oercommons.org/authoring/6042-madar-al-huruf-workbook/view
You can also download the Madar Al-Huruf app from the iTunes app store and Google Play: https://itunes.apple.com/mx/app/madar-al-huruf/id717596929?l=en&mt=8
About the developers:
The curriculum was developed by Fatima Abdulkadhem and Nour Jandali, Arabic teachers in Tucson, Arizona.
This unit was made possible through support and funding from Qatar Foundation International, LLC (QFI). A not-for-profit organization, QFI is a U.S.-based member of Qatar Foundation and is focused on grant-giving and programmatic activities that promote education as a force that facilitates collaboration across geographical, social and cultural boundaries. To learn more about QFI and the Arabic Transliteration Wheel, please visit: www.qfi.org.