INTEREDU™ Programs Specification

Learning Theories and Designing Instructional Activities

One of the core principles of an educational profession is teachers-students’ awareness in fields of age stages and related characteristics, individual differences, special needs and dealing methods. The program will introduce the main concepts of major learning theories; ‘Behaviorism Theory, Paiget Theory on Constructivism, Vygotsky’s Theory- Social Development, Ausubel’s Theory, Bruner’s 5 E’s model, Information processing theory and Psychosocial Development in Erikson’s Theory’. Teachers will come to know the importance and basics of learning theories in general, their theoretical framework, their principles, role of teachers, role of students, educational implications and in which contexts to apply and they will be able to interpret the learning and teaching process. Read more >>

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General Instruction Strategies

Teachers are one of the key factors of affecting students' achievement, with support of school and student. This would be evident when the teacher utilizes learning instructional strategy, classroom management and curriculum development in the classroom. It is even more effective and advancing when the teacher uses more educational strategies than one, and he\she has the flexibility in choosing the most appropriate strategies based on the subject or situation.

This program provides practical and theoretical training hinge on general research-based strategies that focus on learner-centered active participant in the learning process. These strategies are divided into three categories: time-based regular learning strategies, advanced strategies that focus on the form and the quality of experience, and strategies that rely on learning outcomes based on types of content; concepts, principles, procedures, cohesion. In addition to some constructive strategies, teachers could use an indoor activity. Read more >>


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Characteristics of Child Growth and Development in Early Childhood

Individuals learn better when the teaching materials and methods are appropriate for their age group, especially when it is presented in an interesting and challenging manner. Individual growth rate varies based on different environmental and genetic aspects, and this can be apparent in physical, cognitive, emotional and social disparities. Curriculum planning takes into consideration the presentation technique and assessment methodology for different age groups.

The program provides the basic concepts of developmental psychology and links it to teachers’ daily practices in classroom, by specifying the concepts and terminologies that are related to development in early childhood phase; it explained the different stages of child development in physical, motor, sensory, emotional, cognitive, lingual and social development aspect. Read more >>


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Effective Skills for Managing Educational Environments

Managing the learning environment is a key aspect of good education. It is a planned target-oriented activity which encompasses educational, protective and curative elements. During the program, the teacher will be involved in theoretical and practical clearly-defined experience to enable him/her to enhance the fitted knowledge, required skills, motivated values, maintained activities, and delivered curriculum make it befitting for the students. Read more >>


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Reflective Practitioner Teacher

This program is aimed at making teachers aware of their teaching philosophy; it encourages them to develop a professional portfolio that is in line with the context, mission and vision of their institution and with good teaching standards, and will provide them with the skills of reflection, evidence-based writing and analysis. Teachers should regularly evaluate where they are now and where they want to be, plan the way to their goals, which should be based on their and their students’ needs.

Active teachers are reflective practitioners. Their performance is focused on students learning and their decisions are based on their students’ learning evidence. They monitor and are aware of both their behaviour, professional developments and their impact on students. They seek to improve their performance on the basis of documentation, analysis, and interpretation of written reflection evidence. Active teachers efficiently use their personal and professional development portfolio in light of the standards of good learning, and plan for effective professional development in cooperation with their peers. Read more >>


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Adopting Professional Educational Ethics and Standards in Teaching Practices

Countries, with different cultures, are keen to adjust the practices of educational professions and they attempt to control its outputs. Many discussions and conferences were held and different documents were issued on the ethics of education profession. “ The pact of ethics of the teaching profession” issued by the Arab Bureau of Education for the Gulf countries , “pact of Education Profession ethics“ issued on 2006 by Ministry of Education in Saudi Arabia, and other relevant documents of similar content issued by education ministries in different countries.

Since it is essential for teachers to be aware of educational professions’ ethics, which is on how to conduct relations with partners in educational field. This program aims to clarify the ethics of education and how to adopt them in their behaviors, speech, and practices in educational quarter’s .Additionally, it aims to make ethics as a set of obligations and values that control teachers’ behaviors and practices in his\her school life. This program also aims to introduce professional standards of teaching, how educators could understand it, and how they could link it to their profession teaching practices. Read more >>


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Developing Collaboration Skills for Highly Functional Teacher Teams

Student learning in classroom is no longer the responsibility of teachers solely. It is a duty that requires determination from the whole school community. It also requires collective collaboration and awareness. In order for an employee to be successful at work, he/she must enjoy communication skills to deal with his/her work community, as indicated by most recent 21st century studies.

This program provides the teacher with the skills of collaboration, teamwork with peers, and student-centered learning professional society. It starts with defining the concept and elements of the learning professional society, as well as the concept and skills of collaboration. It provides conscious training on five aspects of high functional teams, confidence, appreciation of diversity, commitment, accountability and result orientation. Read more >>


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Utilizing Social Skills and Effective Communication for School and Classroom Interaction

International schools deploys a diverse social, cultural, ethical and mental blend of teachers and students. There could be a range of practices and social skills they use to communicate with others. They may not be aware of valued social skills at school. Therefore, the schools are responsible for providing them with these skills so that they could respect diversity, positively interact with others, work as a team, easily resolve their emerging disputes, and learn “the hidden curriculum”. Through that curriculum, they gain values, as well as mental and social skills which are common in the school community.

This program trains teachers on how to understand social and communication skills in different forms, how to use them to build positive relations with peers, students and parents, and how to train students on these skills. Read more >>


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Developing Students’ Effective Habits of Mind

Thinking can be taught. The purpose of education is to make lifelong independent thinkers, as this is obligatory for the 21st century. The student also has to learn a set of mind habits to deal with problems and daily life situations regardless of how complicated it may be and these habits are the same as any daily habits that we experience. In this program, the teacher will be introduced to a set of theoretical and practical experiences so that the teacher can identify the 16 mind habits. The trainer will also learn strategies for teaching students and involve them in everyday teaching practice by a set of activities which he/she can use in his/her class. Read more >>


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Standards Based Planning

What do we want students to learn and perform? How can we make sure they learn? What can we do if they are or are not learning? Education is a target-oriented, conscious and organized process that requires deliberation, analysis of educational standards and outcomes, determination of education evidence and methods, and ensuring the students learn and perform as required. This can be understood by means of student-focused planning.

This program introduces trainees to the knowledge and skills for standardized educational planning based on deliberation, backward and comprehension-based planning principles. Trainees will work in homogeneous groups based on their specialty, and plan based on their students’ grades using Common Core State Standards (CCSS), and New Generation Science Standards (NGSS) as examples for current standards used by many international schools. Read more >>


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Designing Diagnostic Assessment, Formative and Authentic Assessment Techniques

Student learning is the purpose of education, in line with the evaluation process. How does a teacher know whether his/her students learned as they should have learned and can perform the necessary skills? Can we intervene in time to make sure he/she fulfills the standards of education?

This program provides trainees with the basic research-based tools and techniques of assessment. This focuses on evaluating students’ educational achievement and performance is not just in the subject area, but in all personal aspects continuously, involving them in the process, analyzing the outcomes, and responding to their individual and collective needs. It also measures the degree to which a student achieves the targeted skills and knowledge including high mental skills in a realistic context by using several and a variety of strategies including peer and self- assessment tools. In addition, it deals with technology for tracking students’ achievement, and writing reports. Read more >>


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Active Learning Strategies for the 21st Century Class

This program focuses on the concept and elements of active learning while linking it to other training programs and supporting examples. Training is provided on activities for team-building and cooperative learning strategies, actively engaged with conscious students, and self-control skills. Read more >>


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Methods of Effective Feedback

Teacher-to-student and student-to-student communication is a key principle of classroom education. Feedback is a vital communication skill that every teacher must master. It plays a significant role in supporting the competence and motivation of students, especially if it is provided in the right time and manner and focused on the quality of work. It is information on student’s performance (whether academic or behavioral) to maintain, correct and improve it.

In this program, the trainee will be introduced to a number of theoretical and practical experiences that clearly defines the meaning, types and importance of feedback for improving teachers’ performance. The trainee will gain the skills to control the situation and effectively utilize feedback for effective outcomes. Read more >>


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Students’ Motivation Enhancement Skills

The main purpose of this training program is aiding trainees to build their own model based on sound theoretical and practical framework to enhance intrinsic motivation. Trainees need to follow general integral axes and compare their model to international ones designed to that end, such as TARGET.

The program covers the roles of all stakeholders in education, not just the teacher in classroom. It looks into the comprehensive meaning of motivation. It links motivation directly to education by planning based on pre-assessment, recognizing students’ levels and learning techniques, assessment based on constructive learning and deliberating on the outcomes, and understanding students’ behavior for better motivation.Read more >>


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Differentiated Teaching Strategies 1: Designing Classroom Accommodation Based on Multiple Intelligences and Learning Styles

Teachers aim to help their students succeed, improve and reach the highest level of comprehensive learning. To do so, they must take each student from his/her current level, and teach him/her in the way he/she learns, which may vary depending on each student, and act on his individual needs, learning styles, and means of expressing the learned lessons (also known as multiple intelligences). Attention must be paid to these points when designing the learning environments that ensure students attain the required skills and knowledge, and enhance their interests in education and high thinking as well as critical thinking skills. Teachers need training experience that would help them understand the students and recognize their needs. Teachers need training on strategies that would help them understand and respond to students’ individual needs. That is what this program covers . It presents the required knowledge on students learning styles and multiple intelligences to provide for a better learning experience. Read more >>


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Differentiated Teaching Strategies 2: Classroom Accommodations for Special Needs Learners in Regular Classrooms: Giftedness, Specific Learning Disabilities, ADHD and Behavioral and Emotional Problems

A professional teacher is aware of the different needs of his students, provides good education for all of them, and takes that into consideration when planning, teaching, assessing or intervening based on the assessment results. Every student has his own individual needs that can relate to readiness, level, personal traits, or learning difficulties

This program introduces the teacher to the most common classroom needs. The teacher will learn how to discover and make proper accommodations for these needs to ensure all the students learn. This program will look into four categories: giftedness, specific learning disabilities, ADHD, and students with behavioral and emotional problems in the classroom.Read more >>


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Developing Students’ Reading Comprehension Skills, Writing and Research in Different Subjects

Since the beginning of 21st century, attention was given to survival skills for this era including verbal and written communication, problem-solving, and awareness of global issues. Hence, all countries gave attention to reading, writing and research skills. Most countries, including KSA, take part in the Progress in International Reading Literacy Study (PIRLS). Based on its findings, they work on improving students’ literacy levels. Competence for education profession requires that all teachers are language educators who must gain language proficiency. The role of language teachers is providing learners with comprehension skills in all types of literature -genres. On the other hand, teachers of other subjects provide a chance for learners to apply these skills in their respective subject areas. Hence, the student actively looks into the available resources to be an independent learner during his/her lifetime. This program deals with these skills based on the importance of reading, verbal and writing communication. It introduces trainees to the levels of reading comprehension as set by PIRLS, writing process steps and characteristics, and research steps for solving information problems by develop his/her competencies to implement the big six skills in teaching. Read more >>


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Introduction to Issues and Concepts in International Schools

International schools are different from other schools, whether public or private, in terms of the broad cultural diversity of school community, not to mention the education standards adopted to determine their curriculum, teaching methods, evaluation techniques, the challenges faced between the staff, the behavioral issues between students and managing students’ behavior.

This program is developed to enable teachers to deal with the basic issues and concepts in international schools. Teacher productivity can be increased by familiarizing them with the special programs defining the international schools. They get familiar with international schools in terms of the educational standards, curriculum, management issues and techniques, infrastructure, approaches, mission, vision, obligations, goals, problems of managing cultural diversity, criteria of educational practices, and adopted educational concepts. Read more >>


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Early Childhood Philosophical Approaches and their Implications on KG Curricula

This program provides a philosophical specialized framework to train kindergarten teachers to teach kindergarten curriculum in accordance with the modern educational philosophies; Developmentally Appropriate Practices (DAP), Montessori, Vygotsky and Reggio Emilia, focus on the children’s learning through integrated teaching approach that presents language, Math, Science, Art, and Social activities in an integrated way based on the theme –thematic unit designing and planning- which have been discussed by the above mentioned philosophies, including the quarterly, weekly and daily plans. Read more >>


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Designing Learning Centres in KG

This program offers practical skills that enable trainees to plan and to develop the learning centers systems, with a consideration to early childhood philosophical approaches and their implications in KG. It provides the concept of learning centers and their relation to education philosophy, principles, and evidences, through integrated teaching approach that presents language, Math, Science, Art, and Social activities in an integrated way based on the theme. It also points out to centers’ role in developing the cognitive, lingual, social, emotional, ethical and physical skills of children.

The program also provides model learning centers from different countries and their types, including building and assembly, language and fiction, novel and drama, home, concentration games, science, nature, sport, creativity and arts. Read more >>


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Applying ‹Learning Through Play› Principles in KG

This program focuses on the concept of play as an approach and a pathway of learning; incorporates with developing children’s self-regulation, language, cognition, and social competence. It also focuses on affecting trainees’ practices and believes on the importance of play as student-centered learning techniques include make-believe playing, motor playing, construction playing, educational playing and arts (forming and drawing) and role-play

This program presents practical applications and actual learning experiences; which will help trainees to understand how to incorporate “learning through play” with developing children’s language and literacy skills, as well as Math and Science concepts, and enhance their skills of observation, conclusion, discovery, problem solving and creativity. Read more >>


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Developing Language and Literacy in KG

This program focuses on improving literacy skills in KG, and enhances the concept of language as well as its elements that are appropriate for KG children. It provides a number of activities and experiences that help in determining the level of language development in KG. This includes providing phonological awareness exercises, syntactical aspects, forming long sentences and comprehending shapes, numbers and colors. It investigates social application of language in child’s natural environment (family, parts of body, vegetables, fruits, animals etc.) and utilizes activities along with shapes to determine readiness for literacy skills. This can assist in teaching him/her and enhancing his/her lingual abilities as well as expressive language of the child; so he/she would be ready for school education, skill acquisition, and interaction with peers. Read more >>


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Developing Science and Math Concepts in KG

This program focuses on the concepts of Science, nature and the significance of teaching science to children. It also deals with child-centered teaching methodologies such as inquiry, experiment, discovery, problemsolving, research and project-based education. In addition, it provides practical application on planning and implementing scientific activities that build scientific thinking skills, and links science to students’ daily life by adopting learning through play in outdoor and hands-on activities in a whole-approach; including weather, seasons, flora and fauna, materials, colors etc.

The program also provides trainees with techniques to develop Mathematical concepts, numerical thinking skills, problem-solving, analysis, conclusion, and numbers; by utilizing play in hands-on activities. It introduces Mathematical concepts; including numbers, time, place, size, and measures in an integrated and thematic unit. This is based on tangible to semi-tangible materials and connection to everyday elements, by applying and discussing the activities. Read more >>


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Developing Creative thinking Skills for KG

This program illustrates the concepts and terminology on creative thinking and talent. It points out the mental physiological functions of human being and the infrastructure of creativity. It also deals with the importance of environment for discovering the readiness and interests of which aims at enhancing thinking and creativity. It deals with the concepts, educational definition and application of creativity, innovation, success, talent, and excellence. The program also includes activities to indicate the principles of creative thinking, methods of talent finding, and how to apply them on children, stages of creativity, characteristics of creative thinking, and thinkers. The program points out the factors discouraging creativity as well as creativity assessment models and creativity development programs to apply in classroom environments. Read more >>


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Activating Partnership with Parents in KG

This program provides trainees with theoretical background of KG role towards parents in relation to the culture of social relations between family members and KG child education institutions. Attention given to children of different age groups at home and school is essential, especially KG children. The program further introduces teachers to the role and contribution of parents to their children’s behavioral and educational factors. Trainees will design curriculum and extra-curriculum activities to involve parents in KG life and implement them. Read more >>


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Developing Values and Life Skills in KG

This program focuses on determining the different skills, that teachers should help KG children gain and develop, including language skills (whether verbal and expression), hygiene skills, as well as physical, motor, social, affective, and sensory skills. Practical examples on each of these skills will be presented as suggested by teachers who will then compare them with the skills of KG children. The program also deals with a set of values which KG children should acquire by using activities and situations that would allow them to practice these values such as religious, national, social, ethical and artistic skills. Drama and role-play are two examples of learning techniques used to teach these skills and values. Read more >>


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Designing Lessons Based on General Principals of Teaching Math, Science, Technology and Society.

This program focuses on some basic ideas and subjects which are not limited to only one branch of Science, but rather it introduces efficient methods for thinking, interpretation, observation and planning. It recurs in all subject areas, not to mention the core subjects. These include systems, models, stability, change and scale. Recent research emphasized on the importance of integrated learning between different subjects. Teacher’s perception of such concepts and the basic unity between subjects, which help teachers to plan and perform lessons under the umbrella of this, integrated vision, especially when teachers plan to link the learning experience with students’ real life.

The trainee will be exposed during the training sessions to a number of theoretical and practical experiences, which contribute in enlightening and introducing the trainee to the four axes of different sciences and how to assimilate them with their specialization contexts. The trainees exchange work in groups of the same discipline then in multidisciplinary groups until their vision is fully integrated. They will cooperatively work on integrated planning within their groups. Read more >>


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Developing Math’s Discourse Skills

This program focuses on math’s discourse skills, and explains math’s discourse methods for supporting leaner-to-learner communication and the associated teaching methodologies such as cooperative learning, problem-solving, self-learning, learning logs, concept maps, acquired knowledge, multiple intelligences, six hats, drama, novels, etc. The program also explains the role of planning in teaching math subjects and assessing student’s level of acquisition of math discourse skills in the classroom by modeling, and providing them with specific tools for developing students’ reasoning and interpretations in oral and written expression. Read more >>


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Developing Higher Thinking Skills in Different Subjects

This program focuses on developing thinking skills and avoids overloading the students with information for the purpose of memorization. This knowledge is through a high value and enables students to practice inside the classroom; its mastering would qualify them to apply it in different real-life future situations.

The program focuses on the concept, and brain working process according to the most recent scientific researches, and linking that with the theories of psychology, identifying the types and development strategies of thinking skills. Also addressing the concept of creative and meta-cognition thinking, the strategies of developing it, and the role of the teacher as a mediator to raise students thinking skills, and how to extract the thinking skills from curricula; for gathering information, transforming and communicating it. Furthermore, it introduces the art of designing questions that catalyze thinking and classifying them according to Bloom’s taxonomy, along with an indication to the thinking techniques assessment and measuring. Read more >>


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Inquiry Strategies in Learning and Teaching

This program focuses on designing activities based on constructive learning principles, and theoretical inquiry basics. The teacher will experience an educational scenario that leads ultimately to designing a teaching unit in his/her subject , in which he/she will determine the learning outcomes, evaluating methods, planning experiences, and integrating plans, to be implemented as a mini lesson. In collaboration with his/her colleagues, the teacher will evaluate this lesson using assessment tools that are based on inquiry. Read more >>


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The Use of E-Learning in Learning and Teaching

This training program focuses on blended learning concept. The main purpose is providing trainees with basic skills which are necessary for the integration of electronic applications in the processes of learning and teaching, as well as enabling them to make full use of modern educational tools to commensurate with the needs of students in the era of globalization. Read more >>


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Using Flipped Learning in Various Subjects

This program focuses on the method of flipped learning as a new approach that employs technology to support learning inside classroom. Flipped learning approach increases the opportunity of moving thinking from lower levels to higher levels, and shifts focus from the teacher to the student in order to give the student the chance to learn and link education to real-life experience. It also invests classroom time in developing students’ higher thinking skills. It will introduce trainees to flipped learning, the role of teacher and students, and how to handle different resources to create a lesson based on flipped learning approach. Trainees will follow a series of practical activities to develop a lesson, and all needed materials such as videos by using available software. Read more >>


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Using Projects and Problem Solving Approaches in Learning

The training course “project based learning and problem based learning” is intended for all subject teachers in all the educational stages from the primary stage to the secondary stage. In this context, the project based learning strategies are characterized with the possibility of integrating different studied subjects into one project, in a way which the horizontal integration of different subjects at the same class can be achieved. Therefore, the availability of teachers from different specialties in the training course considerably enriches the training course work, particularly when working on producing an educational project, which integrates different subjects. Read more >>


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Designing Lessons based on STEM Principles for Science, Technology, Engineering and Mathematics

STEM aims at giving the opportunity to give students the opportunity to develop knowledge and skills for problem solving through the process of building tangible models. They perform this by asking open questions and engaging in practical activities related to the core concepts in mathematics, science, technology and engineering. The essential tasks in these activities are linked directly with real-life problem solving.

This program offers the latest best practices and presents recent research findings that are related to STEM through workshops. The trainees will work actively to carry out collaborative activities where they will exchange experience with their peers. The trainer will also reflect on these experiences. Read more >>


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TIMSS Test Applications in Teaching Maths and Science

TIMSS is adopted by many countries to assess students’ level in science and mathematics. TIMSS results can be utilized to improve the teacher’s performance as well as the curriculum and its requirements. The teachers play an essential role in this improvement process, as they are aware of targeted skills in connection with the objectives of the subject matter, which helps them in taking their students to higher levels. Read more >>


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Building Action Plans Based on Measures of Academic Progress (MAP) Test Results

Schools strive to enhance their educational services. In doing so, they develop visions, missions, strategies and goals. The quality of learning is usually measured by using internal and external assessment tools. One of the most commonly-used assessment tools is called “MAP”; Measures of Academic Progress, which is used by many international schools to assess their students’ progress in English and Mathematics. Furthermore, MAP reports are required by international accreditation organizations such as AdvancEd.

This program will train teachers to be able to interpret MAP data in teachers’ reports, zoning students, grouping and regrouping, and developing SMART goals and action plans to improve students’ levels. Read more >>


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Utilizing Manipulation in Teaching Math's Facts and Concepts

This program focuses on utilizing manipulation in teaching mathematics concepts and facts. These manipulations can be cubes and geometric diagrams of different shapes and colors as well as all tangible objects found in students’ local environment such as sticks, seeds, etc. The program utilizes manipulation in presenting mathematical concepts and making mathematical calculations. It explains how the students can use manipulation to develop their number sense and understand how abstract works in mathematical concepts such as numbers, measures and algebra. The program also provides the teachers with various methods to present these concepts, and hence the students can comprehend mathematics better when they engage in planned, studied and targeted processes for manipulating objects and modeling mathematical problems, in order to find solutions along with expressing reasoning and interpretation in their solutions in verbal forms. Read more >>


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Teaching Strategies of Solving Word Problems in Math

This program explains how to solve verbal math problems via an organized four-step approach: Understand, Plan, Answer and Check (UPAC), and how to select strategies that can fit with any of the multiple intelligences. The program consists of two parts. The first part presents a set of strategies for solving verbal math problems. The second part is a practical application on the above-mentioned four steps using a wide range of verbal math problems covering core mathematical knowledge, which are suitable for the cognitive development level as per the CCSS. Read more >>


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Designing and Managing Science Fairs and Virtual Scientific Experiments

This program focuses on introducing teachers of the primary international schools to the basic processes for preparing scientific experiments in school laboratory. It provides them with the skills of planning, execution and assessment to perform practical experimental lessons. It further introduces them to the dry lab or virtual lab and provides them with the skills to perform experimental activities through animated simulation. Read more >>


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Methods and Strategies for Teaching Computer Science

Technology skills are fundamental skills of the 21st century. Although the use of technology has become common, learning technology is still inevitable by the students.

Normally, computer science curricula targets knowledge that leads to enormous learning outcomes, where the teacher plays a crucial role in achieving these outcomes.

This training program aims at familiarizing computer science teachers to have effective methodologies for teaching, by focusing on the students’ skills and knowledge. It includes practical training with microteaching and practical planning for lessons, which targets varied types of knowledge in computer curriculum such as concepts and procedures. The concepts are chosen based on international educational standards for computer science in primary schools. It starts with identifying international standards for computer science in elementary grades, and how to teach computer concepts and skills in a meaningful way with pleasure and fun at the same time along with an interactive methodology. Read more >>


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Managing Computer Laboratories

Schools are usually equipped with all types of computer equipment. In general, computer science teachers are the technicians and the supervisors in the field of computer equipment, with little or no training at all. This program aims to train computer science teachers on managing and maintaining computer labs. It also includes effective lab design, upgradable general programs, effective computing resources, and skillfully monitoring students. The program additionally provides basic skills for managing various international online tests. Read more >>


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Teaching Safe and Ethical Use of Technology and the Internet

With the widespread use of technology and the Internet in our everyday life, new challenges have emerged. These challenges are associated with benefits and risks. The school can play a major role in boosting benefits and reducing risks by promoting ethical aspects of using the Internet and technology. This program includes an introduction to the ethical use of technology and the Internet in a practical and active learning atmosphere. Read more >>


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Teaching Receptive English Language Skills “Reading and Listening Skills” for 1-3 grades

This program focuses on familiarizing teachers with the competencies of teaching receptive English language skills; reading and listening skills to primary school students. The workshop model is applied for learning the targeted skills and knowledge in an interactive, collaborative, and active framework. It offers practical examples and experience in designing and planning lessons and educational units to teach reading and listening within balanced literacy approach. This approach promotes acquisition of basic vocabulary and literacy learning while assessment is conducted using different techniques and resources. It utilizes the chance for interaction with reading resources and peer learning. Furthermore, It follows different strategies and techniques ranging from whole class, small groups and individual work to the strategy of microteaching. Read more >>


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Teaching Expressive English Language Skills “ Writing and Oral Expression Skills” for 1-3 Grades

This program focuses on familiarizing teachers with the competencies of teaching expressive language skills; speaking and writing skills to primary school students. The workshop model is applied for learning the targeted skills and knowledge in an interactive, collaborative, and active framework. It offers practical examples and experience in designing and planning lessons and educational units to teach writing and oral presentation within the balanced literacy approach. This approach promotes acquisition of basic vocabulary and literacy while assessment is conducted using different techniques and resources. It utilizes the chance for interaction with reading resources and peer learning. Furthermore, it follows different strategies and techniques ranging from whole class, small groups and individual work. They will conduct writing tasks on different writing styles (informative, persuasive and expressive) as well as the microteaching strategy. Read more >>


Knowledge Pioneers © 2019. All rights reserved. INTEREDU™ is a registered trademark of Knowledge Pioneers for Training and Education

Designing and Managing English Readers and Writers Workshops

One of the most crucial challenges tackled by English teachers is managing the student environment for learning language skills within the approach of balanced language. This program offers practical training on managing and designing reading and writing workshops, which integrate the four skills (reading, writing, speaking and listening). It includes the requirements of awareness, procedures, diagnosis of students’ levels, distributing them in homogeneous and heterogeneous groups and how to cater for them, as well as provision of rich environment for learning such as books, resources and seating. It further investigates applying varied strategies in teaching such as reading stories, interactive reading aloud, independent reading and guided reading, the strategies of teaching writing, as well as monitoring language acquisition by each student. Read more >>


Knowledge Pioneers © 2019. All rights reserved. INTEREDU™ is a registered trademark of Knowledge Pioneers for Training and Education