Building Leadership for Change through School Immersion poster booklet... · activate learning Ahmad Altalhi Learners must be engaged and motivated to achieve the main purpose of

Capstone Projects | Monday 10 February 2020

Building Leadership for Change through School Immersion

9.45am: Welcome and Introduction by UQ and SACM

• Philippa Coleman, Academic Manager – Teacher Training, Institute of Continuing & TESOL Education

• Dr Hesham Khadawardi, Cultural Attache’, Kingdom of Saudi Arabia

• BLCSI UQ participants: Ahmed Alshammari & Rahmah Alharthi

10.00am: Block 1 Conference Hosts

Maryam Alotaibi, Saud Alrashidi, Ahmad Altahi, Ali Alanazi


Abeer Aldawsari, Safiah Alghamdi, Mohammed Alsulaiman, Abdulaziz Momen


Rahmah Alharthi, Eman Altokhais, Jufayn Alsaadi, Ghurmullah Alalyani

11.00am: Morning Tea


Taghreed Aljohani, Fatimah Alshehri, Elham Al Ghamdi, Hamad Alyami

12.00pm: Block 5 Conference Hosts

Ahmed Alshammari, Muyidi Alrayes, Wael Alqarawi

12.20pm: Block 6 Conference Hosts

Ahmed Almalki, Ibrahim Alsaedi, Ayman Alamri

12.40pm: Closing


2.30 - 3.30pm: UQ Graduation Ceremony

Participants receive graduation certificates


• Julian Wilson, Director, Institute of Continuing & TESOL Education


3.30 - 4.00pm: Officiation of certificates by SACM representatives


• Mr Abdullah M Al-Maqbel, Director General - BLCSI Program (SACM)

4.00 - 4.30pm: Light refreshments and close

2 BUILDING LEADERSHIP FOR CHANGE THROUGH SCHOOL IMMERSION | CAPSTONE POSTER BOOKLET

Program scheduleBuilding Leadership for Change through School Immersion (BLCSI)

3BUILDING LEADERSHIP FOR CHANGE THROUGH SCHOOL IMMERSION | CAPSTONE POSTER BOOKLET

Welcome

Phillip FredericksDeputy DirectorICTE Khebrat Project Manager

Philippa ColemanAcademic Manager – Teacher TrainingICTE Khebrat Academic Manager

The University of Queensland’s (UQ) Institute of Continuing & TESOL Education (ICTE) was pleased to collaborate with the Ministry of Education, Kingdom of Saudi Arabia and the Saudi Arabian Cultural Mission (SACM) in Australia to develop and deliver the Building Leadership for Change through School Immersion (BLCSI) program in 2019.

ICTE has significant experience in the design and delivery of English language and professional development training programs to groups of overseas teachers of English from schools, colleges and universities around the world.

The program was specifically designed for English language teachers from Saudi Arabia to develop their English language proficiency in an immersion environment, while at the same time developing their applied teaching methodology skills and acquiring first-hand knowledge and experience of Australian schools and culture.

Key to the success of the program was for the participants to design and implement return-to-work action plans and Capstone projects, and to be able to cascade the learnings from the program upon their return to Saudi Arabia as key change agents.

This booklet contains a collection of posters that formed part of the participants’ action plans, which were presented during the Capstone presentations during the final component of the program.

It was a pleasure to work closely with the participants and SACM on this important program. We wish participants every success for their return to Saudi Arabia and in implementing their action plans.


Directed reading thinking activity towards thinker readers

Maryam Alotaibi

Students in Saudi Arabia need to use their reading skills to meet real-life challenges. Teachers also need effective techniques to help students develop these skills. My innovation applies directed reading thinking activity to create critical thinkers. Students are guided through the process of sampling text, making predictions based upon prior knowledge and textual information, resampling text, and confirming or adjusting predictions in light of new information. This approach will develop students’ ability to read critically and reflectively.


Directed Reading Thinking Activity DR/TA

(Toward Thinker readers) Presented by: Maryam Jazaa N Alotaibi

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The Impact:Students will be able to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read.

Students in Saudi Arabia need to use their reading skills to meet real-life challenges. Teachers also need effective techniques to help students develop these skills. My innovation

applies Directed Reading Thinking Activity to create critical thinkers. Students are guided through the process of sampling text, making predictions based upon prior knowledge and textual information, resampling text, and confirming or adjusting predictions in light of new information. This approach will develop students’ ability to read critically and reflectively.

The first stage is going to be a setting up phase in which I intend to present the DRTA strategy to my colleague teachers who teach in all of the three different stages i.e. primary, intermediate and secondary stage in a training workshop through an electronic plat-form. Teachers will conduct the strategy in their regular reading lessons

1Plan of Action:

In the second stage, teachers are going to teach the reading lessons through (DRTA) technique and this is the best way to conduct the technique to save the teachers time and effort so they do not need to design lessons, they just need to modify the existing task of the reading lessons to scaffold the high thinking order skills that (DRTA) supports.Teachers are going to run a pre-test to determine students' comprehension level before starting to teach reading lessons using DRTA technique.

2

the third stage which will be an evaluation stage, in this phase the teachers are going to conduct post-tests through the five last reading lessons and register the outcomes concerning students’ level of comprehension. Moreover, the teachers are going to submit these outcomes through the electronic platform along with their evaluation of the implementation of the (DRTA) technique.3

Issue:

EFL students’ poor comprehension skills is a result of EFL teachers consuming the instruction time assessing reading at the word and sentence level rather than teaching comprehension strategies .So, The implementation of Directed Reading Thinking Activity (DRTA) technique during the reading would enhance students’ critical thinking activity and might make them master useful comprehension reading strategies . Moreover, it found to improve students’ speaking and writing skill as well (Sudriman 2013).

context and participants: - Directing the students to reflect on the written text. -Give the students the chance to predict rather than being a passive reader. -Students age (10-18) in primary ,intermediate and secondary stages.

Key Questions: - Are teachers going to adapt DR/TA in their reading lessons ?- How can the teachers help their students to acquire the strategy successfully?


Using test-teach-test with secondary school English language learners in Saudi Arabia

Saud Alrashidi

Teachers often have difficulty measuring students’ language development. They need strategies to assess students’ level at the beginning of a term and improvement over time. My project uses the test-teach-test approach to help teachers identify student weaknesses and how to deal with them. This approach includes a well-devised plan to evaluate students and tackle each issue without disrupting the teaching process. Ultimately, this helps teachers see improvement over time.


Hadfield, J. (2011). definition of TTT

Scrivener, J. (2011). principles

Feuerstein’s (2006) dynamic assessment

* The students are always thinking about how to study for the test rather than studying for

knowledge

* Secondary School * 16 -18 Years old

* 150 Students * A2 - B1 LevelContextIssue

Background Reading

Plan Of Action and Timeframe

TeachTest Test

Abstract

Using Test-Teach-Test with secondary English language learners in Saudi Arabia

Teachers often have difficulty measuring students’ language development. They need strategies to assess students’ level at the beginning of a term and improvement over

time. My project uses the test-teach-test (TTT) approach to help teachers identify student weaknesses and how to deal with them. This approach includes a well-devised

plan to evaluate students and tackle each issue without disrupting the teaching process. Ultimately, this helps teachers see improvement over time.

Step 1: Introducing the TTT approach.Step 2: Make a placement test.

Step 3: Teach the students the curriculum. Step 4: Make a quick quiz to know their level.

how do we measure language development? how can TTT help us get there?

By: Saud Alrashidi

impact Do an exam at the end of the semester to check their improvement


Adapting textbook activities to activate learning

Ahmad Altalhi

Learners must be engaged and motivated to achieve the main purpose of studying. However, using a course book that does not include engaging language learning activities leads to demotivation. My project aims to replace inauthentic course book activities with more active tasks for students. For example, instead of using multiple choice questions to check reading, the teacher can use a reading race which involves students actively. These revised materials will help teachers to engage and motivate students.


Context and Participant:

Ar Ruwaidhah secondary school, Grades 10–12 age 16-18

Issue:

Lack of authenticity in the course book activities.

Background Reading:Autonomy is improved by having a course book (Ur, 2012, p.198) to ensure

that we use the appropriate materials, there are certain criteria to evaluate

course books that should be considered which include attracting the

students, getting their interest and encouraging them (checklist for course

book evaluation, Ur,2012 p.200).

Innovation: One school term: Develop supplementary

materials to replace inauthentic course book

activities with more active tasks for students.

Abstract:

Learners must be engaged and motivated to achieve the main

purpose of studying. However, using a course book that does not

include engaging language learning activities leads to demotivate. My

project aims to replace inauthentic course book activities with more

active tasks for students. For example, instead of using multiple

choice questions to check reading, the teacher can use a reading

race which involves students actively. These active materials will

help teachers to engage and motivate students.

Adapting the Textbook Activities

Ahmad Muhsni Altalhi [email protected]

Key Questions:

What kind of activities are in your coursebook?

Do the activities encourage active learning and communication?

Impact:

Learners will be able to use their English in communication.

(interview English speakers task)

Learners will be more motivated. (Observation - Surveys)


Applying task based learning in a primary school in Saudi Arabia

Ali Alanazi

Traditionally, Saudi teachers have played the role of ‘information source’ and students are ‘passive receivers’. Task based learning is an alternative approach that promotes learning as collaborative work and teachers become facilitators. My project encourages teachers to use task based learning to promote real language use. Teachers become leaders and organizers of discussion, managers of group or pair work, motivators to engage students in performing a task and language experts to provide language feedback.


Done By

Context

Timeframe

Issue

Plan of ActionBackgroundReading

Primary School

Ali Kharman Alanazi

A1-A2

Grade 4 -6Age (10-12)

Well-sourced school

Lack of

Motivation&

Engagement

Stages

Pre TaskDuring Task

Post Task

4 Stages

1- Introduce TBL.2- Placement Test.3- Applying TBL4- Progress Evaluation

4 Steps

W1- Intoducing TBLW2- Placement Test

W3-10- Applying TBLW12-progress evaluation

impact

1- Peer Observation 2- Student feedback

3 - Student results

1- How do we engage learners in the English language classroom?

2- Can a task-based

approach to learning help us to improve engagement?

12 Weeks

Task Based Learning is going to be applied During The first term

of 2021

Students

TBL presents learning and teaching as

collaborative work.Classes are

student-centered.

TASK BASED LEARNING


Applying the Jolly Phonics program to improve literacy in primary classes in Saudi Arabia.

Abeer Aldawsari

English phonology is one of the most challenging aspects of language learning and teaching. In Saudi Arabia, grammar receives more attention in the curriculum than phonology. My project aims to increase the focus on phonology and improve student pronunciation. The project applies two parts of the Jolly Phonics programme, using phonic chants for each of the 42 letter sounds with actions. This programme uses the multi-sensory method, which is very motivating for children and teachers.


APPLYING THE JOLLY PHONICS PROGRAM TO IMPROVE LITERACY IN PRIMARY CLASSES IN SAUDI ARABIAAbeer Aldawsari [email protected]

Participants: Students:age (9-12) /level ( A1- A2). Keep them engaged and motivated.Context: Lack of focusing on phonics in curriculum. The Arabic language differs from English (sounds and structures ).

Jolly phonic's chants with actions

for each of the 42 letter sounds.

Introduce three different sounds

each period in 15 weeks.

Using videos, activities and

papers.

1 - What is the most challenging aspect of learning English?

2 - How can we keep both children and teachers motivated?

Young learners have the ability to imitate pronunciation and work out the rules for themselves if they are motivated and engaged (Alberto, 2018). So, the main aim of using jolly phonic's chants is using the multi-sensory method which is very motivating for children.

Innovation:Learners' pronunciation will be improved (speaking test).They will build self-confidence in speaking (morning broadcast)Their literacy will improved (reading/spelling test).

IMPACT:

English phonology is considered as one of the most challenging aspects of learning the language. In Saudi Arabia, grammar receives more attention in the curriculum than phonology. My project aims to increase the focus on phonology and improve student pronunciation. The project applies two parts of the Jolly Phonics programme, namely using phonic chants for each of the 42 letter sounds with actions. This programme uses the multi-sensory method which is very motivating for children and teachers.

Key Questions

Issue:

Abstract

Background reading:


Reading lessons are often considered test-focused lessons in middle school. There are currently limited teaching resources available to generate dynamic reading lessons. As a result, students have low motivation towards reading. My project uses dynamic guided reading groups, which involves preparing a reading corner and using comprehension strategies. The impact of the program is to familiarize students with group reading routines and increase reading fluency and test scores.

Safiah AlghamdiThe impact of applying guided reading groups in a Saudi Arabian middle school


Key Questions

Issue

Background Reading

Innovation

Timeline

one term16 weeks

Safiah AlGhamdi

Context and Participants

Background Reading

The Impact of Applying Guided Reading Groups on the Middle School learners in Saudi Arabia

1- How do we engage students effectively during the reading lessons?

2- What are the most important comprehension strategies that students need for improving reading skill?

stage: Middle SchoolGrade: 7students numbers : 20language level: A1 - B1

1- simple texts and questions2- lack of interesting activities3- test focused lesson4- lack of resources5- low level of motivation to read

The most important problems that we have faced in Saudi classes through the reading lessons are as the following points:

The main aim of using guided reading program is to organize the students in flexible and dynamic groups according to their ability, interest and levels.

Impact1- Improving the comprehension skills2- Higher fluency levels 3- Engaging the whole class effectively4- Better scores in the reading exams

1- preparing and introducing the program of Guided Reading Groups.2- applying the program through 4 groups :(a- Vocabulary , b- Explanation , c- Questions , d- spelling board)3- providing feedback before the final exams

Stages

1- Diagnostic Test - week 12- Dividing the class into groups - week 23- Setting the reading corner - week 34- general Practice - week 45- Applying the program - week 5 to 136- Feedback & Test practice - week 14

E- mail : [email protected]


Improving speaking skills using digital storytelling

Mohammed Alsulaiman

Many students have difficulties speaking in front of their peers during oral presentations. Teachers also struggle to find effective strategies to help students develop their confidence. My project applies digital storytelling technology in a high school in Saudi Arabia. Students will have an opportunity to record, edit and create a montage of their story. This helps them to express their ideas freely and speak fluently. Ultimately, students will develop their confidence and speaking skills.


IMPROVING SPEAKING SKILLS USING DIGITAL STORYTELLING IN SAUDI ARABIA

1. What kind of speaking tasks are common in Saudi schools?

2. How do we support students to speak confidently and fluently?

Key Quesions

- book focus on discussions, describing.- no chance using technology to develop speaking.

Issue:

-speaking is an essential skill. -it helps in the development of communication.-in 10, 11 and 12 levels- 16 – 18 years old.- pre intermediate (CEFR A2-B1)- have not implement before.- computer lab.

Context and participants:

- school activities = 'real life' = confidence (Sylvia Chard, 2010)- using technology [speaking], respondents more productive (Musa et, 2012) - greater confidence = greater fluency (Kataoka, 2000)

background and reading:

Time frame of implementation:

stage 1: Introduce the digital storytelling program

stage 2: Writing scripts / evaluation

stage 3: Provide voice recordings / evaluation

stage 4: Do final draft / peer review

stage 5: Submit and present final story

Mohammed Ali Alsulaiman [email protected]

abstractMany students have difficulties speaking during presentations in front of their peers. Teachers alsostruggle to find effective strategies to help students develop their confidence. My project applies digitalstorytelling technology in a high school in Saudi Arabia. Students will have an opportunity to record, editand create a montage of their story. This helps them to express their ideas freely and speak fluently.Ultimately, students will develop their confidence and speaking skills

Impact:

Measures of success:

1. Pre-program speaking task (oral presentation)

2. Post-program speaking task (digital storytelling)

3. Feedback (online survey) from teachers and students

Adapt criteria for speaking assessment e.g. fluency & confidence.


Developing learner autonomy outside the classroom

Abdulaziz Momen

In Saudi Arabia students have limited classroom contact time for learning English. It is important for them to become self-reliant language learners who can continue learning efficiently outside the classroom. My project teaches students how to use readily available internet resources and encourages them to use the library and controlled practice tasks autonomously. By applying these strategies, students will become independent learners and take responsibility for their own learning.


context and participant

My students are grade 9 and their language level ranges from A1 to A2. Promoting learner autonomy is essential, as the limited time and resources available is not enough to cater to the students' needs.

The issue

backgroundreading

learner autonomy is considered as a desirable goal in language education. Knowles (2001) states that one of the main goals in education is assisting individuals to view learning as a lifelong process and to learn in a self-directed way.

plan of action

Implemented over one school term:

Step 1 - learner training (1-5)Step 2 - strategy instruction (6-10)Step 3 - language advising or counselling (11-17)Step 4 - specific tools (18)

The students must be : Self-reliant language learners who can continue learning efficiently outside the classroom

Abdulaziz Momen

How many hours per week do your students study English?How can we encourage learners to continue learning outside the classroom?

Developing learner autonomy outside the classroom


Applying directed reading in English as a foreign language classes in Saudi Arabia

Rahmah Alharthi

Arabic language is quite different from English in terms of scripts and letters, which can slow down reading skills development. Many teachers struggle to support students’ reading skills development. My project applies the directed reading approach, which focuses on reading sub-skills including skimming, scanning and global understanding through a series of fixed steps. This approach has the potential to greatly improve students’ ability to recognise words and letters which ultimately improves their reading skills.


How to improve students reading in the early stage of learning?

How do we familiarise students with the English script?

students struggle in reading fluently.

Huge differences in written and phonemic structure .

Directed reading is designed to help non-

English students achieve a functional mastery

of the English language.

Placementtest

Improve students’ ability to recognise words and letters which ultimately improves their

reading skills (student feedback survey / test results / feedback from parents).

Action Plan

Rahmah Alharthi [email protected]

Issue

Key question

Innovation

Introduce the idea

Run the readingclasses

Masterytest

Handing thereport

Distribute thefeedback

Impact:

ABSTRACT Arabic language is quite different from English in terms of scripts and letters, which

can slow down reading skills development. Many teachers struggle to supportstudents reading skills development. My project applies the Directed Reading

approach, which focuses on reading sub-skills including skimming, scanning andglobal understanding through a series of fixed steps. This approach has the

potential to greatly improve students’ ability to recognise words and letterswhich ultimately improves their reading skills.

Applying Directed Reading in

EFL classes in Saudi Arabia


The efficiency of extensive reading for English as a foreign language learners

Eman Altokhais

Some reading passages in high school textbooks do not suite students’ level or motivation. Teachers also find it difficult to select effective reading passages to encourage student participation. My project uses Extensive Reading (ER) to improve Saudi Arabian students’ comprehension and attitudes towards reading. The program will be applied over six weeks during reading lessons only, with the aim to enhance students’ knowledge and vocabulary. Applying the ER approach will improve students’ reading skills and motivation.


High school studentsAdvanced level of English20-30 students (one class)

by:Eman Altokhais

Capstone projectThe Efficiency of Extensive Reading for EFL learners

Background Reading

Context & Participants

reading texts don't match some students levelhigh level students feel bored and less motivated

Issue

Stage 1: survey of reading interests ( week 1)

Stage 2: divide the class into groups

based on their reading level ( week 2 )

Stage 3: students choose the reading materials

(week 2)

Stage 4: students read, understand, summarise

the main ideas and then discuss it with

other groups (week 3-4-5)

Stage 5: teacher evaluates the reading

proficiency (week 6 )

Coady (1997), states that ER increases the vocabulary acquisition.

Kirchhoff (2013) suggests that ER may influence

students’ motivation and engagement in reading.

[email protected]

How can we motivate learners

in reading lessons?

Do you have a big gap between students' level

in your classroom?

1- reading interest survey (pre & post)2- weekly observation3- student presentations

IMPACT

Plan of action


Primary school students often lack opportunities to practise the target language at home. They need more time to experience using English activities that mirror real life situations. My project focuses on using task based learning activities to encourage students to role play and use target language in freer practice activities. This approach includes movement and acting in authentic situations. As a result, students increase their confidence and enjoy learning English at the same time.

Jufayn AlsaadiTask based learning activities as real-life situations in the English language classroom


TBL can allow students to practice English through activities which give them similar life situations.

T Based Learning

approach

Problem & Solution

What options do your students have for practising English?

Primary School, Level A1 - A 2, Grade 4 - 6

Students don't practice English outside classroom

TBL is an approach which focuses on introducing information through activities

Innovation

Ministry of EducationThe General Administration of Public Education in Riyadh

ask

Issue

Background


Jufayn [email protected]

as Real-life Situations in the English Language Classroom

Measures of success

- Observation- Surveys- Tests

Plan of Action- TBL will be applied once a week across two terms in 2021- Teacher observes students throughout the classes- Students take final tests - Survey to gather other teachers' feedback


Ghurmullah AlalyaniAdding production to presentation and practice with primary school learners in Saudi Arabia

How do students gain opportunities to use language freely? Teachers need to create these opportunities inside the language classroom. My project utilises the Presentation, Practice and Production (PPP) approach, which emphasises students’ production of the target language after presenting and practising it. This approach will gradually be applied over the course of 15 weeks in my primary school in Saudi Arabia. By applying PPP, students will produce more language and develop their confidence.


Adding Production to Presentation and Practice with Primary School learners in Saudi Arabia

The stage of Production in PPP provides further practice, which involves learners producing the target language freely.

RESENTATION RODUCTION

Background

Usual classes focus on controlled practice, while students really need much more freer practice.

The Issue

- Grades 4 - 6 - 10-12 years old - CEFR A1-A2

PRESENTATION

The aim is to make sure students understand the context.PRACTICE The aim of this stage is accuracy.PRODUCTIONThe focus of this stage is using the language as fluently and naturally as possible.

Plan of Action - Introduce the approach to learners.- Carry out a diagnostic test.- Use PPP every lesson during the term.- Conduct PPP lesson with assessment.

PROCESS OF LESSON PLAN

RACTICE pp


Ghurmullah Alalyani [email protected] BLCSI

p

Abstract How do students gain opportunities to use language freely? Teachers need to create these opportunities inside the language classroom. My project utilises the Presentation, Practice and Production (PPP) approach which emphasises students’ production of the target language after presenting and practising it. This approach will gradually be applied over the course of 15 weeks in my primary school in Saudi Arabia. By applying PPP, students will produce more language and develop their confidence.

KEY QUESTIONS

1- WHAT IS THE IMPORTANCE OF LESSON PLAN?2- WHAT STAGE OF THE LESSON DO YOUR STUDENTS PRODUCE LANGUAGE?

Measures of Success- compare pre/post tasks.- test results.- student experience feedback.


Introducing ‘Language Blossom’ to foster autonomous literacy skills using the Future Gate platform

Taghreed Aljohani

Many students enter middle school without adequate English as a foreign language literacy skills. My innovative project ‘Language Blossom’ will take place in a female middle school. For one year, students will have access to literacy content on the online platform of the Ministry of Education. ‘Language Blossom’ will provide coherent steps of extra-curricular autonomous activities to serve the clear purpose of improving literacy skills. It includes tasks, links and essential tips to help students achieve better literacy results.


Abstract: Many students enter middle school without adequate EFL literacy skills. My innovative project “Language Blossom” aims to take place in a female middle school. For one year, the students will have access to literacy content on the online

platform of the Ministry of Education. The “Language Blossom” will provide coherent steps of extra-curricular autonomous activities to serve a clear purpose of improving literacy skills. It includes tasks, links and essential tips to help students achieve

better literacy results.

Many students complete primary school without appropriate EFL literacy skills.

Future Gate platform

Middle school Female student

aged from 12 - 16

Introducing “Language Blossom” to foster autonomous literacy skills

using the “Future Gate” platform

This gap might be caused by a lack of literacy skills including phonics, and spelling, grammar, reading comprehension, vocabulary, and speaking.

Meetings with students and

parentsregistration process

spelling & phonics

GrammarReading

comprehension

Speaking

Vocabulary

Meeting & Evaluation

The issue

Plan of Action

Language Blossom

By: Taghreed [email protected]

ImpactEnhance literacy skills. (online tests) Encourage students’ autonomy at every stage and in every unit in the program. (online tracking)Make use of digital technologies for literacy learning purposes.provide interactive content to improve student’s learning experience. ( survey)

Context and ParticipantsKey Questions

Lang

uage

Blo

ssom

Inn

ovat

ion

Do you have students who do not have adequate EFL literacy skills?

How do we use digital technologies to enhance students' literacy learning ?

How can we encourage students’ autonomy ?

Language Blossom


Using authentic materials to improve speaking skills in the English as a foreign language classroom in Saudi Arabia

Fatimah Alshehri

Some Saudi middle-school students have difficulty with authentic speaking texts and tasks. They cannot express themselves easily in English. Using simplified authentic materials such as videos and audio will improve students’ listening and speaking skills, which helps them to be more confident and speak fluently. My project uses authentic materials once a week and selects texts that pay attention to students’ interests. This will give students a chance to be exposed to the language naturally.


In Saudi Arabia, many middle-school students have difficulty coping with authentic

speaking texts in English. They cannot express themselves easily in English. The solution

is using the simplified authentic materials such as videos and audios of native speakers to

improve their listening and speaking skills that help them to be more confident and able to

talk in English. I think that is important to develop their abilities to express about

themselves and describe anything confidently.

Using authentic materials to improve speaking skills in the EFL classroom in Saudi Arabia

Fatima Alshehri

context and participants

key questions

Showing language in a realistic

context

Offering opportunity for real

communication.

Students ages (13 - 15) in the

intermediate school.Are students able to cope with authentic speaking texts?How can students improve thier abilities in listening and speaking?

Redesign of the classroom. Listening to audio records.Issuing and analyzing printed texts.Discussing the results of students.

plan of action

The issue Students think that authentic materials are challenging. They have difficulty to express themselves.

ImpactDeveloping students' abilities to use a language confidently.Distributing a feedback survey.

[email protected]


Creating fun activities to engage learners in English as a foreign language classes in Saudi Arabia

Elham Al Ghamdi

How can we engage English language learners most effectively? Many students are bored and distracted during secondary school English classes in Saudi Arabia but fun activities can help to keep them on task. My project aims to introduce fun activities to convey meaning or assists learners in the beginning or at the end of classes. The advantage of this approach is that it will reduce students’ stress and enhance learning.


Some fun activities

My project aims to introduce fun activities

to convey meaning or assists learners in

the beginning or at the end of classes.

When and how

-Who am I? (getting to know you

activity)

-Four corners (sharing opinions)

-Draw or Picture the objects

(communicative)

Creating fun activities to engage learners

in EFL classes in Saudi Arabia.

key questions

-To attract learners attention.

-To make learning easier

-Fun give students more self

confident

Goals

1.How can we

engage English

laguage learners

most effectively?

2.How can we

attract learners

attention in EFL

classes?

Impact

_Teacher observation.

_participation in class.

_English tests.

-students feed back.

By: Elham Hamed Al Ghamdi [email protected]


Implementing assessment for learning in primary school in Saudi Arabia

Hamad Alyami

Many Saudi teachers rely mostly on assessment of learning rather than assessment for learning. Assessment for learning is an essential tool that provides authentic measurement of the learning process and learners’ progress. It helps teachers to plan and spot their target goals and provides evidence of students’ learning. My projects seeks to address the absence of assessment for learning in my school, which will enhance the assessment process for teachers and learners.


context and participants

Grade

Level

Learners from grade 4 to 6A1 to A2 levelTwo times assessments

The issue

Assessments do not give reliable measurement for students’ level.

Background reading

Learners need to know how to improve and develop their skills

plan of action

Introduce assessment for learning (AFL)

Timeline

First:

Inform sakeholders

Second:

Introduce the project

Third:

Diagnostic test

Fourth:

Regular meeting

Assessment in primary schools in Saudi Arabia

Identify and adopt methods of assessment

Demonstrate the innovation to language teachers

Evaluate the progress every 2 weeks and end of course

Ensure authenticity in assessment and feedback

Practice self-assessments and peer-assessmentsEnhance all aspects of the learning process

Assessments do not help learners to know how to improve and develop their skills.

HAMAD ALYAMI

Key QuestionHow do we assess students' progress most effectively?

Impact

A new set of assessment tasks Feedback on the project outcomes (teacher survey)


Widening our approach to reading skills assessment in primary schools in Saudi Arabia

Ahmed Alshammari

How can we improve reading skills assessment? Many teachers in Saudi Arabia currently assess reading ability through reading aloud only. This traditional method makes it difficult for teachers to assess reading skills effectively. This project presents an alternative approach to assessment in Saudi primary schools, which includes a series of weekly lessons focused on reading skills and subskills development. These techniques encourage greater confidence and enhance students’ ability to read with greater comprehension.


Key Questions:1- How do we assess reading skills?

2- How do we teach students to read effectively?

Ahmed Mohammad Alshammari [email protected]

Widening our Approach to Reading Skill Assessment in Primary schools in Saudi Arabia

Issue:* Focusing mainly on assessing reading ability through reading in aloud only.*Learners have been granted high marks in reading skill every year while the result is very poor. *Using the traditional method of assessment and makes it difficult for teachers to assess. Innovation:

An alternative approach to assessment.Series of weekly lessons.Step 1) introduce the idea to students. Step 2) carry out a diagnostic test. Step 3) apply widening reading skill assessment every week during the term.

Impact:Survey ( students&parents)Teacher's observation.Learners' assessment sheet.

Section 5: AbstractHow could we improve reading skill assessment? Many teachers in Saudi Arabiacurrently assess reading ability through reading aloud only. This traditional methodmakes it difficult for teachers to assess reading skills effectively. This project presents analternative approach to assessment in Saudi primary schools which includes a series ofweekly lessons focused on reading skills and sub skills development. These techniquesencourage greater confidence and enhance students’ ability to read with greatercomprehension.


Using the pre-during-post approach to increase student engagement in reading in Saudi Arabia

Muyidi Alrayes

Many secondary school students have difficulty reading. Teachers also struggle to find effective strategies to support student reading needs. My project applies the pre-during-post approach to reading lessons to increase student engagement in secondary English classes. This approach includes reading techniques that encourage young learners to be active, critical and creative. Ultimately, the approach helps students to direct and shape their reading habits, which is beneficial to their reading in the classroom and beyond.


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Using the Pre-During-Post (PDP) approach to increase student engagement in reading lessons in Saudi Arabia

How do we make reading lessons more effective?What do you know about the PDP approach?

Context and participants:* 25 secondary school students* they are beginners (CEFR A1-A2) * aim - to build students’ vocabulary and grammar

1

The issue:* Reading is an important skill * concentrate on measuring reading ability * missing a variety of activities in reading lessons

Background Reading:* need effective reading techniques to direct learn to read * enable them to be active-critical and creative * we don’t use the strategies * used to make meaning of the text or cognitive

Plan of action:* introduce the idea to my principal, my colleagues and learners (share flyers)* carry out a diagnostic test of students* use pre-during-post approach every week during the term (reading lessons)* conduct summative reading test

Timeframe for implementation:

* introduce the idea in Week 1 * a diagnostic test in Week 2 * use the method every week * give a summative test in week 4

2

4

5

Abstract:Many secondary school students have difficulty reading. Teachers also struggle to find effective strategies to support student reading needs. My project applies the Pre-During-Post (PDP) approach to reading lessons to increase student engagement in secondary English classes. This approach includes reading techniques that encourage young learners to be active, critical and creative. Ultimately, the approach helps students to direct and shape their reading habits which is beneficial to their reading in the classroom and beyond.

By: Muyidi Alrayes Email Adress: [email protected]

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The Impact:

* reading interest survey (pre & post) * weekly observation *student presentations


Some middle school students have low motivation towards learning English. Often this is a result of being in low motivation environments. Teachers must consider new ways to motivate students. My project uses ‘bank book’ which uses positive competition to encourage students to earn a point in their ‘bank book’ and spend their profits in a weekly auction as well as at the end of term. This approach increases students’ motivation which ultimately leads to higher school achievement.

Wael AlqarawiNurturing motivation through competition in Saudi Arabian middle schools


Nurturing motivation through competition in Saudi Arabia

*Teaching in a Primary school in Unaizah, Saudi Arabia.

*Well equipped school in term of resources and facilities.

*The students average (25), English level (pre-intermediate)

Context and Participants :

*To motivate students means to get them to do something

Background Reading

low motivation

The issue:

Plan of action

Impact By:

No challenge or competitions for students

Do not know the purpose of learning English

Introducing the project to the students (week 1-2)

Applying(BANK BOOK) (week 2-14)

Giving weekly auction at the end of each week (week 2-13)

Holding the final big auction at the end of the term (week 14)

*When intrinsically motivated a person is moved to do things for fun or challenge rather than because of outside encouragement, pressures, or rewards.

*Students can gain more while learning through fun and challenge

*The motivational atmosphere is to create a competitive classroom environment

Wael Alqarawi

Do you ever have difficulty motivating your students?Can games and competition increase students' motivations?

Students' profits on (BANK BOOK)

Tests results

Teacher's observations

(measurement of success)

Email:[email protected]


How do we teach students to read effectively? Many teachers in Saudi Arabia currently use analytic phonics. However, this approach has mixed results on reading skills development. My project presents an alternative, using synthetic phonics. The program focuses on teaching the relationships of letter-sound in a specific, organized, and sequenced fashion (Ehri, Nunes, Stahl, & Willows, 2001; Torgerson, Brooks, & Hall, 2006). It provides a collaborative and engaging environment for primary school learners, which enables them to become certain and independent readers.

Ahmed AlmalkiUsing synthetic phonics with primary school English language learners in Saudi Arabia


Using Synthetic Phonics with primary school English Language Learners in Saudi Arabia

Keyquestions

Context Participants

Issue

Innovation

Impact

Abstract

How do we teach students to read?

Can teaching sounds help students to read more effectively?

How do we teach students to read effectively? Many teachers in Saudi Arabiacurrently use analytic phonics. However, this approach has mixed results on readingskills development. My project presents an alternative, using Synthetic Phonics. Theprogram focuses on teaching the relationships of letter-sound in a specific, organized,and sequenced fashion (Ehri, Nunes, Stahl, & Willows, 2001; Torgerson, Brooks, & Hall,2006).It provides a collaborative and engaging environment for primary schoollearners, which enables them to become certain and independent readers.

AHMED ALMALKI [email protected]

- Primary school Teacher- Grades 4 - 6 (9 – 11 years old), - Syllabus focus on Analytic phonics - Reading difficulties

- Introduce the idea of Synthetic Phonics- Apply this approach (introduce letter-sound relationships, etc.)- Summative test

Measures of success:

- Teacher's evaluation sheet- Student self-evaluation sheet- Survey (parents and students)

(Ehri, Nunes, Stahl, & Willows, 2001; Torgerson, Brooks, & Hall, 2006)Background

Reading

Focus on teaching the relationships of letter-sound in specific, organized, and sequenced fashion


Expanding teacher roles in Saudi Arabia

Ibrahim Alsaedi

Teachers in Saudi primary schools currently have one teacher role in the language classroom. However, students have different needs throughout the lesson, which requires teachers to take on different roles. My project uses a set of resources that helps teachers understand and use more teacher roles, such as being a planner, activity organiser and assessor. The materials will be used during one term and will make lesson planning, activity organising and differentiating between students’ level much easier.


Ibrahim Alsaed

Expanding Teacher Roles in Saudi Arabia- What are some of the common roles the teacher plays in the classroom?- How important are different teacher roles in guiding students through lessons?

Teacher roles are essential.

Helping students to get knowledge.

Help and guide other teachers how to manage, lead, assess, organise and plan the lessons.

Participants

Primary school

Grades 4-6

Ages 10 to 12 years old.

Beginner level of English

School is well-equipped.

Plan of Action and TimeframeWk 1andWk 2

2021

2022

Introduce the Project

Apply the project

Evaluate the Project

Context

The Issue

Do not focus on different roles at different stages of a lesson.

Students' needs change throughout the lesson; the role of teacher must also change throughout the lesson.

Background Reading

Teacher roles match with various parts of teaching.

Planner before the lesson, rapport builder, assessor and monitor during the lesson and correcting students’ work after the lesson.

Wk 3to

Wk 12

Wk 13and

Wk 14

Impact Student survey Principle evaluation Supervisor observation

Ibrahim AlsaediEmail: [email protected]


Ayman Alamri

How can we improve students’ motivation to read in class? Seeing students struggle to read or feel bored is frustrating for many teachers. My project focuses on using guided reading, which helps students feel excited about reading. This approach groups students and uses textbooks based on their level, which means students can work at their own pace and feel more confident. Guided reading activities also make classes more active which increases student motivation.

Using guided reading for English language learners in Saudi Arabian schools


Context and Participants-Year 4 to 7-10 - 13 Year old-17-25 Students -A1 to A2

The Issue

Background Reading

Time frame and plan of action

Students feel shy a bit, less confidence and not a risk taker. Students often see reading as a boring activitydue to their ability of reading, they feel bored.

Guided reading supports students to apply their prior background and knowledge to achieve the ultimate goal.exposure students’ vocabulary, critical thinking and develop their reading skills. The innovation of guided reading is to make students independent and motivated in class.

1-Introduce the ideas and make a workshop with colleaguesWeek 1.2-Introduce the ideas to students and grouping them by reading testWeek 2.3-Use guided reading methods over 5 weeksWeek 3-7.4-Conduct summative test Speaking-reading and writingWeek 8.

Ayman Alamri

ImpactI will make a survey about reading first to give to students.After applying the guided reading approach, I will survey students againI will make a speaking test based on what have they read to see how well students understand the reading.

Using Guided Reading for English language learners in Saudi Arabian Schools'Have you ever tried a structured approach to improving students reading?

Ayman [email protected]

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Documents

Building Leadership for Change through School Immersion poster booklet... · activate learning Ahmad Altalhi Learners must be engaged and motivated to achieve the main purpose of