English readings

‫بسم الله الرحمن الرحيم‬ Islamic University of Gaza Faculty of Education – Department of Curriculum and Instruction Educational Readings in English Submitted by : Assma'a H.S. Abu Mousa Submitted to : Awad Keshta May,10 2020

Table Of contents 1. Information Sheet 2. Presentation topic a. Full Topic b. Students version. c. Presentation slides 3. Research Critique a. Research 1 b. Research 2 c. Research 3 4. Take Home Exam

In the Name of God Most Merciful, Most Gracious Information sheet Name: Assma'a H. S. Abu Mousa Date of birth: 5 February 1984 Specialization: Computer Engineer High school: • High school completion date: 2001 • Tawjeehi %: 98.4% • Type of study (science or arts): science University degree date, place, GPA and program title: • Completion date of university degree: January 2006 • GPA at university: 86 % • Program title: Bachelor of Computer Engineering • Completion date of university degree: June 2019 • • GPA at university: 93.93% • • Program Title: Master of Curriculum and Teaching Methods Contact phone number & e-mail: Phone number 0599861120 e-mail [email protected] / [email protected] Facebook https://www.facebook.com/assma.hmaid1 Residence area: Khan Younis City 1

Do you work? If yes, what is your job? Yes No Educational Techniques Department Head at Khan Younis Education Directorate How do you rate your technology skills? Poor fair good excellent What is your expectation of the course? List 3 points. 1- To improve the educational vocabulary and terms 2- To be able to read a research or a study written in English 3- Practice the terms of educational field 4- Create my own educational terms dictionary List some of the strength points you have. 1- Team Working Skills 2- Computer Programs and Applications 3- Readiness Comments : I'm trying to do my best to achieve my goals either than being near or far . Thank you for your efforts and your unique attitude 2

Prepared by : Assma'a H. Abu Mousa Submitted to: Prof. Awad Keshta FUN LEARNINIG

The Fun Learning Approach Fun Learning is a holistic approach to education with the goal of nurturing the passion for learning and continuous development throughout life. Fun Academy developed the ‘Fun Learning’ approach based on Finnish pedagogical expertise in combination with the best education practices around the world. It drives motivation, flow, passion and engagement by using fun and innovative ways of learning. It’s objective is to promote the overall well-being of students and educators. However, the Fun Learning philosophy is just as relevant in the workplace as it is in any classroom. Why Fun learning? Essentially learning is the result of engagement and substance. Substance is what we learn. Whereas, engagement, the more complicated part of this equation, is how we learn. Bottom line is no matter how important what we learn is, if we are not interested or motivated, learning or at least effective learning will not happen. Furthermore, learning should fuel curiosity, foster creativity and encourage us to become lifelong learners. The best way to achieve these intents is to make learning fun! Because when we enjoy and love what we do, it becomes a natural, spontaneous and organic activity. Therefore, Fun Learning makes the grossly misrepresented and misused process of learning a quintessential part of everyday life. Theoretical Frameworks • Experience economy • Flow Experience • Emotional Effect • Curiosity • Intrinsic Motivation

How to Make Learning Fun “if children have interest, education happens”, However, this phenomenon is not just limited to children. The most efficient form of engagement arises from intrinsic motivation, flow and passion. Firstly how and what we learn must satisfy our own psychological needs. Secondly learning must be challenging but not exhausting or intimidating. Finally learning must strike a balance between the learner’s strengths (what you are good at) and passion (what you like to do). Fun Learning is uniquely designed to combine, fuel and harness these three components to make learning an extraordinary experience. Learning is Fun When • You love what you do – When we’re inspired or passionate about something, learning feels fun, rewarding and easy to go the extra mile to learn more. • You feel safe – A supportive and safe environment makes us feel free to explore and set new goals. • The environment is inspiring – Our physical and digital environments must be designed to support all learners. They should spark inspiration and support different learning strategies. • You are appreciated for who you are – Positive learning grows from an atmosphere of respect and appreciation among fellow learners. We get a deeper understanding of what we’ve learned with respect to our global community, when our peer group is diverse. • It’s fun to fail – Making mistakes is allowed within a safe atmosphere to foster creativity and innovation.

• You can choose how you learn – Learning strategies are subjective and based on our individual strengths. Understanding this, we can choose the most efficient way to tackle a problem and learn something new. • It becomes a healthy addiction – We should be engaged in lifelong learning. We can achieve this when we feel fulfilled, capable and competent to learn more. Fun Learning and Early Childhood Education and Care (ECEC) As discussed before the Fun Learning approach draws from the Finnish education expertise and best practices around the world. Finnish ECEC is recognized globally for many reasons but some of its key strengths are as follows. Focus on the Joy of Learning Firstly, it emphasizes the joy of learning and overall well-being of the child. Learning is integrated with everyday life, together with play and peer interaction which also maintain a central role. Play is a clear example of an intrinsically motivated action and the most important aspect of early childhood. Furthermore, Finnish ECEC treats play as the right of every child and an essential aspect of everyday life. Thus, the Fun Learning approach encourages collaborative learning through play and exploration. Recognizing Children’s Right to be Children Secondly, Finnish ECEC recognizes children’s right to be children. It focuses on developing their cognitive, social, and emotional skills. Harnessing a positive attitude towards learning and their capacity of “learning how to learn” is given priority. Following suit, the Fun Learning approach promotes key life skills among young children through a child- initiated, play-based approach to education.

Investing and Trusting in Teachers In Finland, teachers are highly educated and competent, and teaching is considered an inspiring profession. Furthermore, Finnish ECEC places high levels of trust and autonomy in teachers. The Fun Learning approach also places high importance in continuous professional development for teachers. It empowers teachers to incorporate today’s best practices into everyday teaching, leading their classroom to the 21st century. Moreover, Fun Learning enables teachers to bring scientific thinking, nutrition, physical activity, mindfulness and meaningful use of technology, into the classroom. Fun Learning in Everyday Life “The world is filled with enthusiastic, energetic people. Too bad they’re usually under the age of seven.” – Esa Saarinen, Ph.D, Philosopher and Professor Aalto University, Finland Children are naturally curious and find inspiration in everything they see and encounter. However, as we grow we lose this sense of wonder and distance ourselves from the learning process we once deeply enjoyed. Furthermore, there is a clear gap between what science shows as the effective method of learning and how we learn. Moreover, regardless of the innovative education technologies invented today, this knowledge is unevenly distributed. The Fun Learning approach awakens our desire and helps us rediscover the joy of learning. It narrows the gap between science and everyday reality of education by promoting a positive outlook towards pedagogy and the capacity of ‘learning to learn’. The Fun Learning approach is also combating the inequality and disparity of global education levels by developing solutions for a truly international application. Thus, it respects

local curricular and learning objectives, while also embracing cultural similarities and celebrating the differences. Most importantly, the Fun Learning approach puts FUN back into learning. Children are born with curious minds, learning naturally through play and exploration. As we grow older, we tend to forget these highly effective learning methods and start seeing learning as something boring and overly laborious. The Fun Learning philosophy is just as relevant in the workplace as it is in any preschool. 10 Ways to Make Learning Fun for Students: 1. Create Simple Science Experiments 2. Allow Students to Work Together 3. Incorporate Hands-On Activities 4. Give Students a Brain Break 5. Go on a Field Trip 6. Make Review Time Fun 7. Incorporate Technology Into Lessons 8. Create Fun Learning Centers 9. Teach to Students Ability 10.Limit Your Class Rules Fun learning Strategies : Scientific Jokes, Scientific Play, Learning with Hymns and Poems, Learning with Puzzles, Role-playing, Learning by Playing, Educational Story, Cooperative Learning, Learning by Doing, Thinking Maps, Cartoon, Infographic and Effective Teaching

Fun learning Evaluation : Diagnostic Evaluation, Projects Structural Evaluation, Presentations and Interviews, Concept Maps, Performance Evaluation, Simulation, Debate, Paper and Pen, Product or Project and Portfolio

Prepared by : Assma'a H. Abu Mousa Submitted to: Prof. Awad Keshta FUN LEARNINIG

What is the Fun Learning? Fun Learning is a holistic approach to education with the goal of nurturing the passion for learning and continuous development throughout life. It drives motivation, flow, passion and engagement by using fun and innovative ways of learning. Why Fun learning? It’s objective is to promote the overall well-being of students and educators. Theoretical Frameworks • Experience economy • Flow Experience • Emotional Effect • Curiosity • Intrinsic Motivation Learning is Fun When: • You love what you do • You feel safe • The environment is inspiring • You are appreciated for who you are • It’s fun to fail • You can choose how you learn • It becomes a healthy addiction 10 Ways to Make Learning Fun for Students: 1. Create Simple Science Experiments 2. Allow Students to Work Together 3. Incorporate Hands-On Activities 4. Give Students a Brain Break 5. Go on a Field Trip

6. Make Review Time Fun 7. Incorporate Technology Into Lessons 8. Create Fun Learning Centers 9. Teach to Students Ability 10.Limit Your Class Rules Fun learning Strategies : Scientific Jokes, Scientific Play, Learning with Hymns and Poems, Learning with Puzzles, Role-playing, Learning by Playing, Educational Story, Cooperative Learning, Learning by Doing, Thinking Maps, Cartoon, Infographic and Effective Teaching Fun learning Evaluation : Diagnostic Evaluation, Projects Structural Evaluation, Presentations and Interviews, Concept Maps, Performance Evaluation, Simulation, Debate, Paper and Pen, Product or Project and Portfolio

15/09/41 Fun Learning Prof. Awad Keshta Prepared By Assma’a H. Abu Mousa 1

15/09/41 Definition 2 Objective Procedures Strategies Evaluation What is the Fun Learning? Fun Learning is a holistic approach to education with the goal of nurturing the passion for learning and continuous development throughout life. It drives motivation, flow, passion and engagement by using fun and innovative ways of learning.

15/09/41 Why Fun learning? It’s objective is to promote the overall well-being of students and educators. Theoretical Frameworks Experience economy Flow Experience Emotional Effect Curiosity Intrinsic Motivation 3

15/09/41 You LOVE You are You feel Save what you do appreciated for It is FUN to The who you are fail environment is inspiring Learning is You can Fun When CHOOSE how to learn It becomes Healthy addiction How to make learning fun? 1.Create Simple Science Experiments 2.Allow Students to Work Together 3.Incorporate Hands-On Activities 4.Give Students a Brain Break 5.Go on a Field Trip 4

15/09/41 How to make learning fun? 6. Make Review Time Fun 7.Add Technology to your Lessons 8.Create Fun Learning Centers 9.Teach to Students Ability 10.Limit Your Class Rules Fun learning Strategies Scientific Jokes Effective Teaching Educational Story Scientific Play Cooperative Learning Learning by Doing Role-Playing Hymns and Poems Learning with Puzzles Thinking Maps Cartoon Learning by Playing Infographic 5

15/09/41 Fun learning Evaluation Diagnostic evaluation Presentations and Interviews Debate Concept Maps Product or Project Paper and Pen Projects structural evaluation Portfolio Simulation Performance Evaluation 6

15/09/41 7

Submitted by : Assma'a H. S. Abu Mousa Submitted to : Prof. Awad Keshta Critique of research The Impact of an Integrated Robotics STEM Course with a Sailboat Topic on High School Students’ Perceptions of Integrative STEM, Interest, and Career Orientation.

Critique of research titled : The Impact of an Integrated Robotics STEM Course with a Sailboat Topic on High School Students’ Perceptions of Integrative STEM, Interest, and Career Orientation. 1. Purpose of the research : Research Abstract : The robotics curriculum is one of the most common and popular curricula for stimulating students’ interest in the science, technology, engineering, and mathematics (STEM) disciplines. The purpose of this study was to develop a robotics curriculum that highly integrates STEM and uses open software and hardware, and to test its effects on high school students’ learning outcomes, interest, and perceptions of STEM. The study involved 82 Grade 10 students; divided into two groups, the experimental group experienced an integrated robotics STEM course, whereas the comparison group participated in a curriculum with commercial robotics. After a semester, the quantitative and qualitative data showed that the experimental group reported significantly more positive perceptions of integrated STEM, with strengthened knowledge, interest, and career orientation towards related fields. The findings of this study provide suggestions for STEM curriculum development. Keywords: Arduino, robot, robotics curriculum, STEM curriculum, STEM education Research purposes : 1.To develop a robotics curriculum that highly integrates STEM and uses open software and hardware

2. To test its effects on high school students’ learning outcomes, interest, and perceptions of STEM. Type of research : Quasi-experimental research RESEARCH QUESTIONS: Four main research questions are explored in this study: ● How does the integrated STEM course affect students’ perceptions of the integrated disciplines? ● How does the integrated STEM course affect students’ STEM interest and their career orientations? ● To what degree are the students satisfied with the integrated STEM course? ● What effect does the integrated STEM course have on students’ knowledge of the STEM disciplines? Research Hypothesis: • Research Claim 1: The Integrated STEM Curriculum Significantly Improved Students’ Perceptions of the Importance and Integration of STEM • Research Claim 2: The Effect of the Integrated STEM Curriculum on Students’ STEM Interest and Career Orientation was Effective • Research Claim 3: Students were Satisfied with the Integrated STEM Curriculum • Research Claim 4: The Effect of the Integrated STEM Curriculum on Students’ STEM Knowledge was Effective

2. Theory or program driven : • This study adopted the task-centered teaching model proposed by Merrill (2002, 2007, 2009). The task should be authentic and divisible into several sub-tasks, which require different concepts and skills. • The objective was decomposed into eight units, each consist of a subtask . 3.Methods: RESEARCH METHOD Research Design This study followed a quasi-experimental design, with two different curricula for the experimental (EG) and the control (CG) groups. To measure the two groups’ initial perceptions of and career interest in STEM, two surveys were administered prior to the interventions. Post- surveys on STEM perceptions, career interest, and satisfaction with the curriculum were conducted after the robotics curriculum. Participants Total number of participants were 82 students divided into EG and CG consisted of 42 and 40 10th graders from the same high school. Research Instruments To evaluate the effectiveness of the curricula, four instruments were employed. 1. Integrated STEM Perception Questionnaire The Integrated STEM Perception Questionnaire included a total of eight items measuring students’ perceptions of the integration of science,

technology, engineering, and mathematics. They were administered with a 5-point Likert scale, from strongly disagree (1) to strongly agree (5) before and after the interventions. 2. STEM Interest and Career Orientation Questionnaire This questionnaire with eight items in total for measuring continuous interest in a career in the STEM fields. The scale was validated by three experts. Items were on a 5-point scale ranging from strongly disagree (1) to strongly agree (5). 3. Curriculum Satisfaction Questionnaire The aim of the questionnaire was to understand participants’ satisfaction three factors (15 items in total) were evaluated, namely curriculum content, teacher’s teaching, and organization and service. 4. Integrated STEM Knowledge Test The integrated STEM Knowledge Test aimed to evaluate the learning achievements of the EG. There were 10 multiple-choice and 40 fill-in-the- blank questions. Some questions were presented as a set. Each question was worth 2 points; the full score was 100 points. Research design : Quasi-Experimental with two groups , the first three instruments were applied post program application on the two groups, the fourth one was applied on the EG pre and post the program. Validity and Reliability Concerning the validity and reliability of the test, the discriminated test, correlation between item and total, and Kuder-Richardson Reliability 20 (KR20) were examined. Based on the pretest, the students were divided

into high and low performers with the percentiles of 27% and 73%. The t- test results of each item were significant (p <0.05), indicating that all items were able to discriminate the performance. Moreover, the Pearson correlation coefficient among each item and the total score was between 0.527 and 0.875, and all of them were significant (p <0.05), indicating that there was an internal consistency between all items. Finally, the KR20 reliability coefficient was .71, showing a sufficient degree of internal consistency. 4. Measurement: Research Variables: Independent Dependent Variables Variable 1.students’ perceptions of STEM integration The integrated STEM 2.STEM Interest and Career Orientation curriculum 3.Curriculum Satisfaction : a. STEM knowledge and skills obtained b. belief and motivation c. robotics material. 5. Type of analysis The statistical tests employed in the research are : 1. The paired t tests. 2. Effect size Cohen’s d 3. ANCOVA 4. Effect size η2

6.Outcomes : • The ANCOVA revealed that the EG students had significantly more positive perceptions of STEM integration, compared to the CG students • The ANCOVA revealed that the EG students had significantly different interests and career orientations towards STEM, compared to the CG students • The EG had a high level of satisfaction with the overall curriculum Research citation : 1. Chen, Y. & Chang, CH. (2018). The Impact of an Integrated Robotics STEM Course with a Sailboat Topic on High School Students’ Perceptions of Integrative STEM, Interest, and Career Orientation. EURASIA Journal of Mathematics, Science and Technology Education, 2018, 14(12). Researcher Reflect: The research is well written and well organized, the researchers made a great effort to handle such a hard work study, with clear procedures , they didn't miss any details in their report which make the report a real mirror of their researching efforts. The study is well organized with the all the needed details to other researchers to get benefit of and the form of APA style is followed in citation in the research and the references, the language of report clear and simple with explanation of the terminology. As a researcher, I think its very suitable study and a well done report to be referred to either for researcher who research in STEM and Robotics or for theses studying Scientific research.

1. Journal title Critique of research 2. Article title & subtitle 3. Article author(s) EURASIA Journal of Mathematics, Science and Technology Education 4. Volume No. 5. Issue No. The Impact of an Integrated Robotics STEM Course with a Sailboat 6. Year Topic on High School Students’ Perceptions of Integrative STEM, 7. Article aim(s) Interest, and Career Orientation 8. Hypotheses 1. Yiching Chen 2. Chi-Cheng Chang 9. Participants Department of Technology Application and Human 10. Research method/tool(s) Resource Development, National Taiwan Normal University, Taipei, TAIWAN 14 12 July, 16 2018 2018 1.To develop a robotics curriculum that highly integrates STEM and uses open software and hardware 2. To test its effects on high school students’ learning outcomes, interest, and perceptions of STEM. • The Integrated STEM Curriculum Significantly Improved Students’ Perceptions of the Importance and Integration of STEM • The Effect of the Integrated STEM Curriculum on Students’ STEM Interest and Career Orientation was Effective • Students were Satisfied with the Integrated STEM Curriculum • The Effect of the Integrated STEM Curriculum on Students’ STEM Knowledge was Effective No. 82 student from the tenth grade divided into CG with 40 students and EG with 42 students. Methodology: Quasi- Experimental approach. Data collection tools: 1. Integrated STEM Perception Questionnaire 2. STEM Interest and Career Orientation Questionnaire

11. Results 3. Curriculum Satisfaction Questionnaire 4. Integrated STEM Knowledge Test Data Analysis methods: 1. The paired t tests. 2. Effect size Cohen’s d 3. ANCOVA 4. Effect size η2 - No. 3 • Presentation style: tables The ANCOVA revealed that the EG students had significantly more positive perceptions of STEM integration, compared to the CG students • The ANCOVA revealed that the EG students had significantly different interests and career orientations towards STEM, compared to the CG students • The EG had a high level of satisfaction with the overall curriculum 12. No of conclusions 4 Conclusions 13. No. of suggestions 2 Suggestions (Future Studies): 14. Article URL 1. Future studies may investigate whether there are specific variations in teaching practices that are particularly salient to the learning and satisfaction of the experimental students. 2. Future studies may clarify whether the results can be explained by gender differences, and evaluate the long- term effects on female students’ perceptions of STEM. https://doi.org/10.29333/ejmste/94314 15. APA documentation for study Chen, Y. & Chang, CH. (2018). The Impact of an Integrated Robotics STEM Course with a Sailboat Topic on High School Students’ Perceptions of Integrative STEM, Interest, and Career Orientation. EURASIA Journal of Mathematics, Science and Technology Education, 2018, 14(12).

Submitted by : Assma'a H. S. Abu Mousa Submitted to : Prof. Awad Keshta Critique of research Impact of Cohort Bonds on Student Satisfaction and Engagement

Critique of research titled : Impact of Cohort Bonds on Student Satisfaction and Engagement 1. Purpose of the research : Abstract: This study examines differences in student satisfaction and engagement in cohort programs versus traditional, non-cohort educational programs by studying the impact of close bonds between students. The authors measure and compare “close bonds” within an educational cohort to a traditional program and measure the impact of close bonds on satisfaction and engagement. The results demonstrate significant difference in the bonds developed by students in cohort programs compared to non-cohort programs. The close bonds scale was strongly correlated to the engagement scale and moderately correlated to the satisfaction scale. Regression analysis suggests close bonds may predict both satisfaction and engagement. Keywords: cohort, bonds, satisfaction, engagement, success, retention Research purposes : 1. to examine differences in student satisfaction and engagement in cohort programs versus traditional, non-cohort educational programs by studying the impact of close bonds between students. 2. Type of research : Experimental research Research Hypothesis: 1. Students in cohort programs develop closer bonds than students in traditional, non-cohort programs. 2. Close bonds will positively influence student satisfaction and engagement. 3.Methods: RESEARCH METHOD Research Design : This study followed a Experimental (static group comparison) approach.

Participants • Nationality: Americans (Arezona state) • No. 1500 traditional education / 4000 Cohort • Education level : Enrolled in Master degree program • Gender :Both Males and Females. Research Instruments To measure the Impact of Cohort Bonds on Student Satisfaction and Engagement A 24-question survey offered both a paper and an electronic (internet-based) version of the survey to participants. Research design : Experimental (static group comparison) Validity and Reliability of tools: The internal reliability for each scale was high (Cronbach’s alpha = .729 for engagement; Cronbach’s alpha = .852 for satisfaction). 4. Measurement: Research Variables: Independent Variable Dependent Variables Close Bonds 1. Student Satisfaction 2. Student Engagement. 1. Type of analysis : The statistical tests employed in the research are : (1) A t-test to measure the difference in means between cohort groups and non-cohort groups on the scale values for close bonds (2) Correlations between the close bonds scale and the student engagement and satisfaction scales (3) A regression analysis between the close bonds scale and the student engagement and satisfaction scales.

6.Outcomes : • There is a difference between close bonds developed by students in cohort programs and those developed by students in traditional programs. • The close bonds scale score was strongly correlated to the engagement scale and had a medium correlation to the satisfaction scale. • Close bonds could be used to predict both student satisfaction and engagement after controlling for identified variables. Research citation : Martin, K. A., & Goldwasser, M. M., & Galentino, R. (2016). Impact of cohort bonds on student satisfaction and engagement. Current Issues in Education, 19(3). Researcher Reflect: The research is well written and well organized, the researchers made a great effort to handle such a hard work study, with clear procedures , they didn't miss any details in their report which make the report a real mirror of their researching efforts. The study is well organized with the all the needed details to other researchers to get benefit of and the form of APA style is followed in citation in the research and the references, the language of report clear and simple with explanation of the terminology. The only point was the Ambiguity of the term cohort in the study title which discussed in the study terminology with more details and spesicfications. As a researcher, I think its very suitable study and a well done report to be referred to either for researcher who research in STEM and Robotics or for theses studying Scientific research.

1. Journal title Critique of research 2. Article title & subtitle 3. Article author(s) CURRENT ISSUES IN EDUCATION 4. Volume No. 5. Issue No. Impact of Cohort Bonds on students satisfaction and engagement 6. Year 7. Article aim(s) Kimberly A.Martin Molly M.Goldwasser 8. Hypotheses Richard Galentino 19 3 January 17,2017 2017 The study aims to examine differences in student satisfaction and engagement in cohort programs versus traditional, non-cohort educational programs by studying the impact of close bonds between students. 1. Students in cohort programs develop closer bonds than students in traditional, non-cohort programs. 2. Close bonds will positively influence student satisfaction and engagement. 9. Participants Nationality: Americans (Arezona state) 10. Research method/tool(s) No. 1500 traditional education / 4000 Cohort Education level : Enrolled in Master degree program Gender :Both Males and Females. Methodology: Experimental (static group comparison) Data collection tools: 1. A 24-question survey Data Analysis methods: 1. T-test. 2. Correlations between scales.

3. a regression analysis. 11. Results - Presentation style: tables (4 tables (3,4,5,6)) 12. No of conclusions table1 inserted in data collection while table 2 inserted in 13. No. of suggestions methods. there is one figure in the research it was inserted as a survey 14. Article URL map. Most important result: Students in cohort program develop closer bonds than students in traditional, non-cohort educational programs. 2 Conclusions : 1. study found a predictive relationship between close bonds and satisfaction and engagement. 2. close bonds can predict student satisfaction and student engagement leads to additional research questions for consideration in future studies. 3 Suggestions: 1.Engagement and satisfaction have a positive correlation with persistence-an important outcome for program planner. 2.To make improvements is to increase the bonds between students. 3.Further studies to determine the effects of close bonds on satisfaction and engagement and ultimately persistence, at other educational levels and in other disciplines. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1550 15. APA documentation for study Martin, K. A., & Goldwasser, M. M., & Galentino, R. (2016). Impact of cohort bonds on student satisfaction and engagement. Current Issues in Education, 19(3). Accepted: August 26th, 2016

Submitted by : Assma'a H. S. Abu : Submitted to Mousa Submitted to : Prof. Awad Keshta Critique of research Professional Development For Mathematics Teachers: Using Task Design And Analysis

1. Journal title Critique of research CURRENT ISSUES IN EDUCATION 2. Article title & subtitle Professional Development For Mathematics Teachers: Using Task Design And Analysis 3. Article author(s) Hea-Jin Lee ( Ohio State University) Asli Ozgun-Koca(Wayne State University) 4. Volume No. 19 5. Issue No. 2 August 15,2016 6. Year 2016 7. Article aim(s) 1.To develop a conceptual framework for a PD program that uses student work to enhance a teacher's professional growth; and: 2. To provide analytic framework within which teacher and teacher educators analyse student work. 8. Participants 9. Research The study was part of a year-long professional development method/tool(s) program Data collected phase by phase and summarized in table 2 10. Results Data analysis: Coding and co-coding sessions. - No. 4 results 11. No of conclusions - Presentation style: Diagrams, solutions photo, figures, etc.) 12. No. of suggestions - Most important result : The results are all important because they are accumulated and related to each other ( each phase ends with result) The study ended with discussion not numbered conclusions 2 suggestions : 1. The findings of the study suggest that teachers attempted to adjust the level of difficulty of the task based on their students’ 1

13. Article URL knowledge and tried to engage students through contextual changes. 2.The study suggests that if teachers assigned one or two rich tasks which can be approached and solve in multiple ways. http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1519 14. APA documentation for Lee, H.-J., & Özgün-Koca, S. A. (2016). Professional study development for mathematics teachers: Using task design and analysis. Current Issues in Education, 19(2). Retrieved from 2

Educational readings in English Prepared by : Assma'a H. Abu Mousa : 220190463 Submitted to : Prof. Awad Keshta

Islamic University – Gaza Educational readings in English Educ 9304 College of Education Take home exam Dept. of Curriculum & Teaching Methods- PhD program Date: May , 2020 (I)Comment on the following: 30 marks ------------------------------------------------------- 1. How to employ multiple intelligences to improve thinking skills in your class. 2. Discuss how to implement active learning in your class to meet the quality inclusive practices. 3. Discuss the following: - differentiated instruction, - asynchronous and synchronous education. 4. Discuss the 21st century standards. Good luck

1.How to employ multiple intelligences to improve thinking skills in your class. An intelligence CAN be defined as the ability to answer items on tests of intelligence. It can also be defined as \"the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community.\" (Gardner, H., 1993) A teacher to be able to employ multiple intelligences theory, he must first of all know the theory and its dimensions which will help him to recognize his students intelligences, The Theory of Multiple Intelligences, by Gardner proposed that there are eight intelligences, In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial- visual, and linguistic intelligences. While a person might be particularly strong in a specific area, such as musical intelligence, he or she most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence. Many teachers who use learning styles and multiple intelligences in their classrooms wonder how important it is for students to know about these models. Experience has taught us that students who understand the models are better able to understand their own learning profiles, to develop flexibility and adaptability in their thinking, and to set realistic goals about

minimizing learning weaknesses and maximizing strengths. In fact, research on the importance of metacognitive thinking supports the notion that instructional approaches that help students reflect on their own learning processes are highly beneficial to their overall learning and tend to stimulate motivation to improve as learners . When students engage in this kind of “thinking about thinking,” they become more self-directed and are able to select appropriate strategies for particular learning situations. Many of the methods for teaching students about style will also serve as ways to teach them about multiple intelligences. For example, you can assign students tasks that ask them to use different intelligences (rather than styles) and ask them to reflect on their learning process afterward. You can also use student descriptions and case studies that emphasize intelligences rather than styles. A teacher must be aware of intelligences kinds and which teaching strategies are compatible with each kind to improve the type of thinking tied with a certain intelligence kind, a definition of each kind and its teaching strategies follows:

Bodily-Kinesthetic Intelligence Bodily/kinesthetic intelligence is the ability to use the body to express emotion (as in dance and body language), to play a game (as in sports), and to create a new product (as in invention). Learning by doing has long been recognized as an important part of education. Our bodies know things our minds do not and cannot know in any other way. For example, our bodies know how to ride a bike, roller-skate, type, and parallel park a car. This intelligence can been seen in such people as actors, athletes, mimes, dancers, and inventors. Bodily/Kinesthetic Intelligence \"Teaching Strategies\" • Body Language/Physical Gestures--\"embodying\" meaning, interpretation, or understanding of an idea in physical movement • Body Sculpture/Tableau's--arranging (sculpting) a group of people to express an idea, concept, or process • Dramatic Enactment--creating a mini-drama that shows the dynamic interplay of various concepts, ideas, or processes • Folk/Creative Dance--choreographing a dance that demonstrates a concept, idea, or process Gymnastic Routines--designing an orchestrated flow of physical movement which embodies relationships and connections with a topic • Human Graph--standing along a continuum to express agreement or understanding of a concept, idea, or process • Inventing--making or building something that demonstrates a concept, idea, or process (e.g., a model to show how something works) • Physical Exercise/Martial Arts--creating physical routines that others perform so that they may learn concepts, ideas, or processes • Role Playing/Mime--performing skits or charades to show understanding of concepts, ideas, or processes • Sports Games--creating a contest or game based on specific knowledge about a concept, idea, or process (Lazear, page143)

Interpersonal Intelligence Interpersonal intelligence involves the ability to work cooperatively with others in a group as well as the ability to communicate, verbally and non-verbally, with other people. It builds on the capacity to notice distinctions among others such as contrasts in moods, temperament, motivations, and intentions. In the more advanced forms of this intelligence, one can literally pass over into another's perspective and read his or her intentions and desires. One can have genuine empathy for another's feelings, fears, anticipations, and beliefs. This form of intelligence is usually highly developed in such people as counselors, teachers, therapists, politicians, and religious leaders. Interpersonal Intelligence \"Teaching Strategies\" • Collaborative Skills Teaching--recognizing and learning the social skills needed for effective person-to-person relating • Cooperative Learning Strategies--using structured teamwork for academic learning • Empathy Practices--expressing understanding from someone else's standpoint or life experience Giving Feedback--offering honest, sensitive input on one's performance or about one's opinion(s) Group Projects--investigating a topic with others in teams intuiting others' feelings • Person-to-Person Communication--focusing on how people relate and how to improve their relating Receiving Feedback--accepting another's input or reaction to one's performance or opinions . • Sensing Others' Motives--exploring a topic by discovering why others acted in a certain way or made certain decisions (Lazear, page144)

Intrapersonal Intelligence Intrapersonal intelligence involves knowledge of the internal aspects of the self, such as knowledge of feelings, the range of emotional responses, thinking processes, self-reflection, and a sense of or intuition about spiritual realities. Intrapersonal intelligence allows us to be conscious of our consciousness; that is, to step back from ourselves and watch ourselves as an outside observer. It involves our capacity to experience wholeness and unity, to discern patterns of connection within the larger order of things, to perceive higher states of consciousness, to experience the lure of the future, and to dream of and actualize the possible. This intelligence can be seen in such people as philosophers, psychiatrists, spiritual counselors and gurus, and cognitive pattern researchers. Intrapersonal Intelligence \"Teaching Strategies\" • Know Thyself Procedures--finding personal implications or applications of classroom learning for one's personal life. • Metacognition Techniques--thinking about one's thinking (i.e., tracing the various processes are steps used) . • Mindfulness Practices--paying conscious attention to one's life experience (the opposite of mindlessness or \"living on automatic pilot\") Altered States of Consciousness Practices--learning to shift one's mood or awareness into an optimal state • Emotional Processing--becoming aware of the affective dimensions (i.e., How does it make me feel?) of something one is studying • Focusing/Concentration Skills--learning the ability to focus one's mind on a single idea or task Higher-Order Reasoning--moving from memorizing facts to synthesizing, integrating, and applying Independent Studies/Projects--working alone to expresses feelings and thoughts on a topic • Silent Reflection Methods--working with reflection tools such as reflective journals, thinking logs, learning diaries, etc. • Thinking Strategies--learning what thinking patterns to use for what task (Lazear, page145)

Logical-Mathematical Intelligence Logical/mathematical intelligence is most often associated with what we call scientific thinking or inductive reasoning, although deductive thought processes are also involved. This intelligence involves the capacity to recognize patterns, work with abstract symbols (such as numbers and geometric shapes), and discern relationships and/or see connections between separate and distinct pieces of information. This intelligence can be seen in such people as scientists, computer programmers, accountants, lawyers, bankers, and of course, mathematicians. The logical/mathematical and verbal/linguistic intelligences form the basis for most systems of Western education, as well as for all forms of currently existing standardized testing programs. Logical/Mathematical Intelligence \"Teaching Strategies\" • Abstract Symbols/Formulas--designing meaningful summary notation systems for different processes or knowledge content • Calculation--using specified steps, operations, processes, formulas, and equations to solve a problem • Deciphering Codes--understanding and communicating with symbolic language .Forcing Relationships--creating meaningful connections between non concurrent ideas .Graphic/Cognitive Organizers--working with logical thought maps such as webs, Venn diagrams, classification matrices, ranking ladders, etc. • Logic/Pattern Games--creating puzzles that challenge others to find a hidden rationale or pattern .Number Sequences/Patterns-- investigating numerical facts or gathering and analyzing statistics on a topic . • Outlining--inventing point-by-point logical explanations for items • Problem Solving--listing appropriate procedures for problem- solving situations • Syllogisms--making \"if...then...\" logical deductions about a topic

Musical Rhythmic Intelligence Musical/rhythmic intelligence includes such capacities as the recognition and use of rhythmic and tonal patterns, and sensitivity to sounds from the environment, the human voice, and musical instruments. Many of us learned the alphabet through this intelligence and the A-B-C song. Of all forms of intelligence, the consciousness altering effect of music and rhythm on the brain is probably the greatest. This intelligence can be seen in advertising professionals (those who write catchy jingles to sell a product), performance musicians, rock musicians, dance bands, composers, and music teachers. Musical/Rhythmic Intelligence \"Teaching Strategies\" • Environmental Sounds--using the natural sounds that are related to the object, concept, or process being studied (e.g., weather conditions, geographical locations, animals) • Instrumental Sounds--employing musical instruments to produce sounds for a lesson (e.g., background accompaniment, enhancements for the teaching) • Music Composition/Creation--composing and creating music to communicate understanding of a concept, idea, or process (e.g., the stages of a cell dividing) • Music Performance--creating presentations or reports in which music and rhythm play a central role . Percussion Vibrations--using vibrations or beats to communicate a concept, idea, or process to others and the self . • Rapping--using raps to help communicate or to remember certain concepts, ideas, or processes .Rhythmic Patterns--producing rhythms and beats to show the various aspects of a concept, idea, or process • Singing/Humming--creating songs about an academic topic or finding existing songs that complement a topic . • Tonal Patterns--recognizing the tone dimension(s) of a topic (e.g., sounds a computer makes)

• Vocal Sounds/Tones--producing sounds with one's vocal cords to illustrate a concept, idea, or process . Naturalist Intelligence Naturalist intelligence involves the ability to discern, comprehend, and appreciate the various flora and fauna of the world of nature as opposed to the world created by human beings. It involves such capacities as recognizing and classifying species, growing plants and raising or taming animals, knowing how to appropriately use the natural world (e.g., living off the land), and having a curiosity about the natural world, its creatures, weather patterns, physical history, etc. In working with and developing the naturalist intelligence one often discovers a sense of wonder, awe, and respect for all the various phenomena and species (plant and animal) of the natural world. This intelligence can be seen in such people as farmers, hunters, zookeepers, gardeners, cooks, veterinarians, nature guides, and forest rangers. Naturalist Intelligence \"Teaching Strategies\" • Archetypal Pattern Recognition--discovering the repeating, standard patterns and designs of nature that manifest themselves throughout the universe . • Caring for Plants/Animals--completing projects that involve caring for and/or training animals, insects, other organisms, and/or growing natural things • Conservation Practices--participating in projects that care for and preserve the natural environment (including its animals) • Environment Feedback--understanding and appreciating the environment and tuning in to the natural feedback coming from the environment . • Hands-On Labs--performing experiments or activities that use objects from the natural world .Nature Encounters/Field Trips-- going outside for firsthand experiences in nature and/or bringing nature in via videos, objects, animals, plants, etc. • Nature Observation--participating in observation activities such as bird-watching, geological exploration, keeping nature journals

• Nature World Simulations--re-creating or representing nature in some form (e.g., dioramas, montages, photographs, drawings, nature rubbings, etc.) • Species Classification (organic/inorganic)working with classification matrices to understand characteristics of natural objects. • Sensory Stimulation Exercises--exposing the senses to nature's sounds, smells, tastes, touches, and sights . Verbal-Linguistic Intelligence Verbal/linguistic intelligence is responsible for the production of language and all the complex possibilities that follow, including poetry, humor, storytelling, grammar, metaphors, similes, abstract reasoning, symbolic thinking, conceptual patterning, reading, and writing. This intelligence can be seen in such people as poets, playwrights, storytellers, novelists, public speakers, and comedians. Verbal/Linguistic Intelligence \"Teaching Strategies\" • Creative Writing--writing original pieces without boundaries • Formal Speaking--making verbal presentations to others • Humor/Jokes--creating puns, limericks, and jokes on academic topics • Impromptu Speaking--instantly speaking on a randomly drawn topic • Journal/Diary Keeping--tracing and keeping track of one's own thoughts and ideas • Poetry--creating one's own poetry and reading and appreciating others' poetry • Reading--studying written materials on a concept, idea, or process • Storytelling/Story Creation--making up and telling stories about any topic one is studying • Verbal Debate--presenting both sides of an issue in a convincing manner