الخطوط العريضة للقسم

  • Course Description

    طي الكل توسيع الكل

    This course is designed to equip students with essential skills and strategies for effective learning and academic success at the university level. Through interactive activities and practical exercises, students will develop a strong foundation in study skills, enabling them to demonstrate a solid understanding of the techniques needed to excel in university coursework.

    The course emphasises the development of autonomous learning strategies, encouraging students to take responsibility of their education through goal setting, time management, and critical thinking practices. Additionally, students will expand their knowledge of the research process, including how to locate, evaluate, and synthesize academic resources, and will gain hands-on experience in writing a well-structured research paper. By the end of the course, students will be equipped with the skills and confidence necessary for academic and personal success in their university studies.

  • Lesson1: Understanding Students' Learning Styles and Strategies (Part1)

    • 1.Introduction
      •In any classroom, students have diverse ways of processing information. These different approaches, known as learning styles, influence how students absorb, understand, and retain knowledge. As educators, understanding these styles can help tailor instruction to improve learning outcomes.
    • 2. Importance of Recognizing Learning Styles
      •Boost engagement and motivation.
      •Improve retention and understanding of materials.
      •Encourage a more inclusive and equitable classroom environment.
    • 3. VARK Test
      •The VARK Test is a popular tool used to assess an individual's learning preferences. VARK stands for Visual, Auditory, Reading/Writing, and Kinesthetic, which are the four main learning styles according to this model. By taking the VARK questionnaire, students can identify which of these styles best represents how they prefer to learn and process information.
      Visual (V)
      –Prefers to see information in the form of graphs, charts, diagrams, and pictures.
      –Learns best through visual displays of information.
      Auditory (A)
      –Prefers listening to spoken information, such as lectures, discussions, and podcasts.
      –Learns best through hearing and verbalizing content. 
      Reading/Writing (R)
      –Prefers reading texts and writing notes or essays.
      –Learns best through interaction with written words, such as reading from textbooks or making lists.
      Kinesthetic (K)
      –Prefers hands-on experiences and learning by doing.
      –Learns best through physical activity, experiments, or real-life simulations
    • 3.1 Example Questions from a VARK Test
      •These are examples of the types of scenarios in the VARK questionnaire, where you choose how you would respond in a learning situation.
      •How do you prefer to study for a test?
      –A) Use charts, diagrams, and mind maps (Visual).
      –B) Participate in study groups or listen to audio lectures (Auditory).
      –C) Read textbooks, and take detailed notes (Reading/Writing).
      –D) Practice by doing experiments or using real-life examples (Kinesthetic).
      •You need to give someone directions. How do you do it?
      –A) Draw a map for them (Visual).
      –B) Give them spoken directions (Auditory).
      –C) Write down the instructions for them (Reading/Writing).
      –D) Walk them through the path or show them in person (Kinesthetic).
      •When faced with a new task, how do you prefer to approach it?
      –A) Watch a demonstration (Visual).
      –B) Listen to someone explain it (Auditory).
      –C) Read a manual or set of instructions (Reading/Writing).
      –D) Try it out yourself and learn by trial and error (Kinesthetic).
       
    • 3.2 Scoring and Results
      •After answering the questions, individuals are given a score for each learning style (Visual, Auditory, Reading/Writing, Kinesthetic). The results may show:
      •Single preference: A person scores significantly higher in one area, indicating a strong preference for that learning style.
      •Multimodal preference: The person scores similarly across two or more styles, suggesting that they benefit from a combination of learning methods. 

    • 4. Activities

      •1) Complete with VARK
      •………………Engage in discussions, record and listen to lectures, and explain concepts to others.
      •……………Take frequent study breaks, use hands-on activities, and apply what you learn to real-world examples.
      •………… Create mind maps, highlight key points in different colors, and make use of flow charts.
      •………………….Write summaries, organize notes, and read through books or articles to reinforce information.
      2) Give 4 tips for each type:
      Table
    • 5. Sample of VARK Questionnaire to Determine Students' Learning Styles ملف

  • Lesson1: Understanding Students' Learning Styles and Strategies (Part2)

    • 1. Introduction

      Learning styles and learning strategies are related concepts in education, but they differ in terms of what they represent and how they are applied in the learning process.

    • 2.Learning Style

         
      •A learning style refers to the preferred way a person processes, absorbs, and retains information. It is more about how a learner naturally interacts with educational content.
       
    • 2.1 Key Characteristics
      –Innate preference: It’s based on an individual's natural inclination toward certain types of information delivery.
      –Types: Examples include the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic) and other models like Howard Gardner’s Multiple Intelligences.
      –Stable over time: While it can be developed or diversified, a person’s learning style is often a consistent characteristic over time.
      •Focus: How students prefer to learn (e.g., by seeing, hearing, reading, or doing).
      •Example: A visual learner prefers using charts, diagrams, or images to understand new information, while a kinesthetic learner might prefer hands-on activities or practical experiments.

    • 3. Learning Strategy

      •A learning strategy is a deliberate, purposeful action or method used by a student to enhance learning and problem-solving. It’s how a learner approaches tasks in order to understand, remember, or apply information.
    • 3.1 Key Characteristics
      –Active choice: Strategies are methods or techniques chosen to help with learning, such as note-taking, summarizing, questioning, or using mnemonic devices.
      –Adaptable and flexible: Learning strategies can change depending on the subject matter, task, or difficulty level. Students may switch between strategies depending on what works best in a given situation.
      –Goal-oriented: Strategies are chosen with a specific learning goal in mind, such as improving memory retention or solving a complex problem.
      •Focus: The process or plan used to succeed in learning.
      •Example: A student might adopt the strategy of spaced repetition to improve retention for an upcoming exam, or use active reading techniques (such as annotating and summarizing) to better understand a difficult text.

    • 4. Comparison

      Activity: Complete the table of comparison

      comparison

    • 5. Relationship Between Learning Style and Learning Strategy
      •Complementary roles: Learning strategies can align with a student's learning style. For example, a visual learner may choose the strategy of creating mind maps to help understand a complex concept. A kinesthetic learner may use a strategy of role-playing or model-building to grasp abstract ideas.
      •Broadened scope: While learning styles provide a framework for understanding preferences, strategies allow learners to go beyond their natural tendencies and adopt different methods to succeed in varied learning environments.

    • 6. Suggested VARK Strategies

    • 7. Activity: Suggest a strategy for each student

      •Scenario 1: A student is preparing for a history exam.
      –Learning style: He identifies as an auditory learner.
      –Learning strategy:……………………………………………..
      •Scenario 2: A student is struggling with a complex math concept.
      –Learning style: He is primarily a kinesthetic learner.
      –Learning strategy:……………………………………..

  • Lesson 2: Reflective Learning

    • 1- What is reflective learning?
      •Reflective learning is the process of analyzing and evaluating personal experiences and knowledge to draw meaningful conclusions. Unlike surface-level learning, where facts are memorized, reflective learning focuses on understanding how and why we learn, as well as how we can improve in the future.
      - How?
      •Reflective learning is the process of analyzing and evaluating personal experiences and knowledge to draw meaningful conclusions. Unlike surface-level learning, where facts are memorized, reflective learning focuses on understanding how and why we learn, as well as how we can improve in the future.

    • 2. The Importance of Reflective Learning

      •Deeper Understanding: It helps individuals engage critically with material, rather than just memorizing it.
      •Skill Development: By reflecting on their learning process, individuals identify areas for growth and develop strategies to overcome challenges.
      •Self-Awareness: Learners gain insight into their personal learning styles, strengths, and areas that need attention.
      •Transfer of Knowledge: Reflection encourages students to apply what they’ve learned in one context to new or varied situations, fostering lifelong learning.

    • 3.Gibbs' Reflective Cycle

      •Gibbs' Reflective Cycle is a structured framework used to guide reflective learning. It was developed by Graham Gibbs in 1988 to help people think systematically about the phases of an experience or activity, identify lessons learned, and plan for improvement.
      •It consists of six stages:
      •Description: What happened during the learning experience?
      •Feelings: What were your thoughts and feelings during the experience?
      •Evaluation: What was good or bad about the experience?
      •Analysis: Why did things happen the way they did? What sense can you make of the experience?
      •Conclusion: What could you have done differently? What have you learned?
      •Action Plan: If a similar situation arises, what would you do differently next time?
    • •3.1. Description:
      •This stage focuses on recounting what happened during the experience. It's important to be as objective as possible, avoiding judgment or analysis.
      •Questions to ask:
      –What happened?
      –Who was involved?
      –When and where did it occur?
      •Example: You were part of a group project that faced difficulties meeting a deadline. Describe what happened: the tasks, timelines, and the roles of each group member.
      •3.2. Feelings:
      •Here, you reflect on the emotional aspects of the experience, exploring your thoughts and reactions. It's essential to acknowledge both positive and negative feelings.
      •Questions to ask:
      –How did you feel during and after the experience?
      –What were your emotional responses to the key moments?
      –How did others' actions or the situation influence your emotions?
      •Example: You might have felt frustrated because of miscommunication in the group or relieved when the work was finally submitted on time. Reflect on these emotions and their impact.
      •3.3. Evaluation:
      •In this stage, you evaluate the experience, focusing on what worked well and what didn’t. This is where you assess both the positive and negative aspects.
      •Questions to ask:
      –What was good about the experience?
      –What didn’t go as planned?
      –What could have been improved?
      •Example: You may realize that while everyone contributed ideas, poor coordination led to missed deadlines. On the positive side, you worked well under pressure to finalize the project.
      •3.4. Analysis:
      •Now, you dig deeper into why things happened the way they did. This is the stage where you explore the reasons behind success or failure.
      •Questions to ask:
      –Why did things happen the way they did?
      –What factors contributed to the outcome?
      –What was your role in these outcomes?
      •Example: You might recognize that poor communication tools (e.g., email instead of instant messaging) slowed down decision-making. Or maybe unclear task delegation caused confusion within the team.
      •3.5. Conclusion:
      •At this stage, you summarize what you’ve learned from the experience and identify key takeaways. This helps to clarify what you would do differently in the future.
      •Questions to ask:
      –What did you learn from the experience?
      –How could things have been done differently?
      –What skills or knowledge would have improved the outcome?
      •Example: You conclude that setting up a clear project timeline and assigning specific roles at the start of the project would have improved coordination. Additionally, better communication tools could have enhanced collaboration.
      •6. Action Plan:
      •The final step involves creating a concrete plan for future similar situations. This is where you apply your reflections to prevent the same issues from arising and improve your performance.
      •Questions to ask:
      –If a similar situation occurs again, what will you do differently?
      –What skills or strategies can you develop?
      –How will you ensure a better outcome?
      •Example: Next time, you decide to propose regular check-ins with team members, use more efficient communication platforms, and suggest dividing the project into smaller, more manageable tasks.

    • 4.Kolb's Experiential Learning Theory (1984)

      •Kolb proposes that experiential learning has six main characteristics:
      •Learning is best conceived as a process, not in terms of outcomes.
      •Learning is a continuous process grounded in experience.
      •Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension).
      •Learning is a holistic process of adaptation to the world.
      •Learning involves transactions between the person and the environment.
      •Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge.
       
      Kolb's Cycle (1984)
      • 5.Comparing Reflective Learning and Surface-level Learning

        Aspect

        Reflective Learning

        Surface-Level Learning

        Depth of Understanding

        Focuses on deep understanding and critical thinking.

        Involves memorization of facts with limited understanding.

        Learning Approach

        Involves questioning, analyzing, and synthesizing information.

        Relies on rote learning and repetition of information.

        Engagement with Content

        Actively engages with material, making connections to prior knowledge and personal experiences.

        Passive engagement, with minimal personal connection to content.

        Learning Outcomes

        Leads to long-term retention and ability to apply knowledge in various contexts.

        Often results in short-term recall, with little retention beyond exams.

        Motivation

        Driven by intrinsic motivation to learn and develop insights.

        Often driven by extrinsic goals, such as passing exams or fulfilling requirements.

        Application of Knowledge

        Encourages applying knowledge to real-world problems and situations.

        Limited to reproducing information without real-world application.

        Reflection

        Involves continuous self-reflection, revising understanding and approaches.

        Little to no reflection on the material or personal learning process.

        Problem-Solving

        Develops critical problem-solving and adaptive thinking skills.

        Less equipped to solve complex problems or adapt knowledge.

        Learning Process

        Ongoing, iterative process of learning, questioning, and applying.

        Linear process focused on completing tasks without deeper analysis.

        Examples of Activities

        Journaling, discussions, self-assessment, and case studies.

        Flashcards, copying notes, and simple recall exercises.
      •  

    • 6.Examples of Reflective Learning in Practice

      •Example 1: A Writing Assignment Imagine a student who completes an essay and receives feedback indicating that their arguments were unclear.
      •Through reflective learning, the student might ask themselves:
      •What part of my argument was unclear?
      •Why did I struggle to express my ideas?
      •What strategies could help me clarify my ideas next time? By answering these questions, the student can identify specific actions to take, such as improving their research skills or organizing their arguments better in future essays.
      •Example 2: Classroom Teaching Consider a teacher who notices that a particular lesson didn’t engage their students as planned.
      •Using reflective learning, the teacher might evaluate:
      •What worked well and what didn’t in the lesson?
      •How did students respond to different parts of the lesson?
      •How could the lesson be adapted to better meet students' needs? Through reflection, the teacher may decide to incorporate more interactive elements or adjust the pacing for better engagement next time.
      Scenario: A student receives a low grade on a research paper.
      –Description: The student reflects on their research process, noting that they didn’t allocate enough time for revisions.
      –Feelings: Initially, they feel disappointed and frustrated.
      –Evaluation: Upon reflection, they recognize that their research was solid, but the paper was rushed and lacked clarity in writing.
      –Analysis: The student concludes that poor time management and insufficient proofreading were key reasons for the low grade.
      –Conclusion: They realize that planning and reviewing are essential parts of the writing process.
      –Action Plan: For future assignments, they plan to set deadlines for each stage (research, drafting, revising) to ensure ample time for revisions.

    • 7. Practical Strategies for Encouraging Reflective Learning

      •Journaling: One of the most effective ways to practice reflective learning is through regular journaling. After a lesson, task, or project, students can write about their experiences, focusing on what they learned, what challenges they faced, and what they could do better next time.
      •Group Discussions: Encouraging peer discussions about shared experiences can enhance reflective learning. By discussing what worked or didn't work in a group project, for example, individuals can gain different perspectives and broaden their understanding.
      •Feedback Analysis: Students or professionals should make it a habit to reflect on feedback received from teachers, colleagues, or supervisors. By analyzing feedback and thinking critically about how to improve, learners can avoid repeating mistakes and strengthen their performance.
      •Creating Action Plans: After reflection, learners should develop actionable steps for improvement. This could involve setting specific goals, seeking additional resources, or adjusting study habits.
    • 8. Activity: Complete the table:

      table Gibb's and Kolb's

  • Lesson 3: Critical Thinking

    • 1-What is Thinking?
      •It is the cognetive process by which we engage with, analyze and internalize information.
    • 2 De Bono’s Six Hats of Thinking 
          Eduard De Bono, from Malta, is one of many researchers  who endorse the idea of integrating thinking as a fifth skill in education. To explain the process of thinking, DeBono came up with his famous six hats of thinking which operate as follows:
      •Start with the White Hat to establish facts and objective information.Move to the Green Hat to generate creative ideas and alternatives.Use the Yellow Hat to highlight potential benefits and positive aspects.Apply the Black Hat to consider risks and possible challenges.Allow the Red Hat to express gut reactions and feelings about the ideas.Finally, use the Blue Hat to organize thoughts, summarize findings, and plan next steps.
      -Thinking as a fifth skill:
      •Thinking is a fundamental skill in education, often referred to as "critical thinking.“
      •fostering thinking skills helps students:

      -Analyze and Evaluate Information

      -Develop Problem-Solving Abilities

      -Encourage Creativity

      -Promote Independence in Learning

      -Prepare for Real-World Situations

    • 3.Critical  Thinking

      Definition: Critical thinking is the process of actively and skillfully analyzing, synthesizing, and evaluating information to reach a logical conclusion.
    • 4 Importance and Objectives
      •Importance: In today’s world, with information overload and varying viewpoints, critical thinking is essential for distinguishing credible information from misleading or false information.
      •Objectives: Develop an understanding of why critical thinking matters and how to apply it in academic, personal, and professional contexts.

    • 5.The Difference Between Thinking and Critical Thinking

      •Thinking involves general reasoning or reflection, while critical thinking is an intentional, analytical process aimed at reaching well-supported conclusions.

      Aspect

      Thinking

      Critical Thinking

      Definition

      The process of considering or reasoning about something.

      A disciplined, analytical way of thinking that evaluates ideas, arguments, or concepts.

      Purpose

      General understanding, problem-solving, or reflection.

      Evaluating information and arguments to reach a well-supported conclusion.

      Process

      Can be automatic, spontaneous, or reactive.

      Deliberate, logical, and systematic. Involves questioning assumptions and analyzing evidence.

      Focus

      May be broad or shallow, addressing surface-level thoughts.

      Deep and thorough, addressing the roots of an issue or idea.

      Analysis

      May not involve careful analysis or evaluation.

      Involves careful analysis, identifying biases, and assessing the validity of arguments.

      Objectivity

      Can be influenced by emotions, biases, or prior beliefs.

      Aims to be objective, minimizing personal biases to reach fair conclusions.

      Questioning

      May not question information or sources.

      Actively questions sources, assumptions, and underlying beliefs.

      Outcome

      Can lead to various conclusions, not necessarily based on evidence.

      Leads to reasoned, evidence-based conclusions.

      Examples

      Daydreaming, basic problem-solving, brainstorming.

      Analyzing a news article critically, evaluating research findings, debating complex topics.

    • 6.The Process of Critical Thinking

      •Interpretation: Understanding and clarifying the meaning of information.
      •Analysis: Examining information to identify patterns, relationships, and underlying assumptions.
      •Evaluation: Assessing the credibility and relevance of information or arguments.
      •Inference: Drawing conclusions based on evidence and reasoning.
      •Explanation: Articulating and justifying reasoning and conclusions.
      •Self-Regulation: Reflecting on one's own thinking process and adjusting as necessary.

    • 7. Critical Thinking in Real Life

      •The following examples of critical thinking in real-life educational contexts, demonstrate how students, teachers, and institutions use it to foster deeper learning and problem-solving.
      •1. Analyzing Texts in Literature Classes
      •Example: A high school literature class is reading To Kill a Mockingbird. Instead of just summarizing the plot, students analyze characters’ motives, the social context, and ethical issues. They discuss why characters make certain choices and how these choices reflect societal issues.
      •Critical Thinking Skill: Students engage in interpretation and evaluation, going beyond surface-level understanding to analyze complex social themes.
      •2. Debates in Social Studies or History Classes
      •Example: A history class studies different perspectives on a historical event, like the causes of the American Revolution. Students research viewpoints from various groups involved and then debate these perspectives in class.
      •Critical Thinking Skill: Students practice perspective-taking and evaluation, learning to understand multiple sides of an issue and critically assess historical biases.
      •3. Problem-Solving in Math
      •Example: A math teacher gives students a real-world scenario, such as budgeting for a school event. Students must calculate costs, determine quantities, and stay within a budget, using various mathematical techniques.
      •Critical Thinking Skill: This exercise requires problem-solving and decision-making as students must think creatively and apply math concepts in a practical context.
      •4. Ethics Discussions in Health or Psychology Classes
      •Example: In a psychology class discussing ethics, students evaluate different ethical dilemmas, such as the morality of using animal testing in research or the implications of digital privacy in mental health apps.
      •Critical Thinking Skill: Here, students use evaluation and reflection to weigh ethical considerations, discuss the impacts of these decisions, and reflect on the complexity of real-world ethical issues.
      •5. Project-Based Learning and Group Collaboration
      •Example: A class is tasked with developing a project on climate change solutions. Students research, debate, and collaborate to create a presentation proposing feasible solutions tailored to their local community.
      •Critical Thinking Skill: Students use collaborative thinking and analysis, as well as creative problem-solving, to consider practical solutions and synthesize information for their audience.
      •6. Self-Assessment and Reflection
      •Example: At the end of a term, students in a language class review their assignments and reflect on their growth. They identify areas they improved in and areas needing work, setting goals for future improvement.
      •Critical Thinking Skill: This self-assessment requires reflection and self-evaluation, which promotes metacognition and a deeper understanding of their learning process.
       

    • 8.Critical Thinking in EFL Class Situations

      •Situation: Students struggle with a reading passage filled with unfamiliar words.
      •Critical Thinking Application: The teacher encourages students to think about the cultural or situational context of the idiom rather than just translating it word-for-word. They could consider how people might use this idiom in real-life scenarios and discuss its underlying meaning.
      •Outcome: This process not only helps students understand idioms but also develops their cultural awareness and comprehension skills.
      •Understanding Cultural Contexts in Language
      •Situation: The class encounters an idiom in a listening exercise, and students are puzzled by its meaning.
      •Example: when push came to shove
      •I always thought i’d never drive a car, but when push came to shove , i did it.

    • 9. Activities

      Activity1: Describe the process of CT you experienced while reading a book, novel, short story … etc

      thinking table

       

    • Activity 2 : Fact or Opinion?

      •Read the article in the attached PDF below then pick out facts, opinions, or biased statements.
    • Activity2: Fact or Opinion? ملف

  • Lesson 4: Report Writing