Check for understanding (CFU) and its techniques are presented in sufficiently actionable, concrete, and everyday guidance ways. This module helps the teacher realize that the most crucial task of teaching is to distinguish between “I taught it” from “they learned it.” The techniques support teachers in ensuring that their students have acquired the learning and understand it. It assists them in pinpointing the moment their students` understanding stopped.

The techniques presented in this module of the training will help teachers to:

This workshop is designed to underscore the importance of cooperative learning as a form of education that enhances the student's role as an active learner and provides the opportunity for students to go through real educational situations that develop their skills, build their knowledge, and prepare them well for the future.

We are offering this workshop to equip faculty members with innovative strategies and practical techniques to promote engagement, collaboration, critical thinking, and creativity in their college classrooms. By adopting active learning methodologies, faculty members can transform their teaching practices and create an inclusive and dynamic learning environment that nurtures the intellectual growth of their students within the college setting.

Creating an engaging learning environment and successfully reintegrating students after school breaks require teachers to set clear goals for their return and plan effectively to establish a supportive, motivating setting that encourages student engagement. This involves setting rules that regulate behavior in the new learning environment, reorganizing classroom learning routines and adapting to remote learning environments.

Standards-based teaching is an instructional approach that defines what students should learn in each subject through a set of standards. These standards guide teachers in designing curricula and assessing students more effectively. 

This approach can be applied to all subjects, including mathematics, science, Arabic and English. It helps students better understand concepts and apply them to problem-solving.

This workshop sheds light on the importance of project-based learning and its role in connecting learning to real-life situations. It keeps pace with the rapid changes in the third decade of the 21st century. This workshop is expected to raise awareness among participants about the role of this type of learning in developing higher-order thinking skills in students. It aims to enable students to interact and integrate into an era dominated by the knowledge economy, where they can employ these skills to solve real-world problems.

Educational studies indicate the profound impact of strategies for teaching pedagogies on students’ performance; the more effective the strategy, the better the students perform. Simultaneously, various factors influence the effectiveness of these strategies during planning and application, which are vital for teachers. These factors include student characteristics, content complexity and the learning environment.

Learning difficulties, often without associated mental or physical disabilities, are a widespread issue affecting a significant number of students. These difficulties result in academic setbacks and reduced self-confidence, underscoring the need for teachers and parents to provide proper support.

Unexpected changes and challenges have emerged as new factors influencing the quality of modern human life. This underscores the need to educate new generations on coping with rapid changes and devising optimal solutions to real-world problems. Creative and entrepreneurial skills like critical thinking, collaboration, initiative and communication are crucial for every student’s future success. Entrepreneurship education is vital in driving economic growth and creating job opportunities. 

Building a teacher’s capacity to formulate questions is essential in their professional development journey. Mastering this skill is crucial, as it enables assessments to gauge learning outcomes accurately and evaluate their quality and quantity.

Teachers should adeptly formulate questions that span various cognitive levels, prompting diverse ways of thinking. They should be mindful of the purpose behind their questions and define the scope needed to explore students’ knowledge, thereby fostering genuine discovery of new learning.