PRIMARY 5
Celebrating the Challenges
Connect 5 Term 2 Nationwide Training
February 2023
Pl us
Day 1
09:00 – 9:30 Registration
09:30 – 10:00 Opening remarks
10:00 – 11:00 Keynote: Celebrating the challenges in our classes Adrian Tennant
11:00 – 12:00 A quick overview: What’s new in term two? Eman El Nouhy
12:00 – 12:30 Break and get into groups A, B, C, and D
12:30 – 14:30 Integrating the language skills in mixed-ability classes Trainers
Day 2
Pl us
09:00 – 11:30 Class management and micro-teaching Trainers
11:30 – 12:00 Break
12:00 – 13:30 Project work: Lead-in and applications Trainers
13:30 – 14:00 Closing and certificates
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Presenters and Trainers
Adrian Tennant has worked in Education for over 30
years and is a freelance teacher trainer, writer, and
consultant. His work includes materials development,
curriculum development, educational reform, and
monitoring and evaluation (M & E). His main area of
focus is ELT, although he has worked in the areas of CLIL,
English-medium instruction, and Vocational English. He
is currently an ELT Consultant for York Press, working
very closely with curriculum experts and book editors
on the development of the Connect and Hello series.
He has also participated in numerous teacher-training
sessions held by Longman Egypt and York Press.
Eman El Nouhy, Ph.D, is the ELT Publishing Manager at
Longman Egypt. She has been working there since 1998,
and currently her job includes overlooking the Connect
and Hello series, as well as other ELT publications by
Longman Egypt.
Dr El Nouhy began her career teaching English to primary
and preparatory students in private schools, and to
adults at the Center for Adults and Continuing Education
at AUC, where she obtained her teaching certification.
She obtained her BA and MA in English and Comparative
Literature with highest honors from The American
University in Cairo, and her MA Thesis was awarded the
Magda Al Noweihi Award for Best Thesis on Gender Studies. She acquired her Ph.D from
Cairo University, with a focus on children’s literature. She is internationally published,
and her article can be found in the renowned journal, Children’s Literature in Education.
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Presenters and Trainers
Amira Erfan is an accredited international teacher
trainer certified by SIT, USA since 2011. Currently,
she has been training teachers at the Professional
Educator Diploma program (PED), Graduate School
of Education, Center for Learning and Teaching, The
American University in Cairo in the Methodology as
well as the STEAM tracks. Ms Erfan is certified as a
PCELT (Professional Certificate in English Language
Teaching) teacher trainer, run by AMIDEAST across
the MENA region, and accredited by World Learning.
Ms Erfan holds an MA in Teaching English to Speakers
of Other Languages (TESOL) from the renowned New
York University, USA. She has more than 20 years of
experience in the Education field, teachers’ training,
teaching young students, graduate and undergraduate
adults in diverse national and international learning
contexts, as well as in schools, universities, and ESL
and languages providers. In addition, Ms Erfan has
valid experience in education management, holding
high positions such as the English Language Program
Director at Egypt STEM Schools Project (ESSP), and
later as a Life-Long Learning Training and Certification
Manager at ZEWAIL City of Science and Technology.
3
Presenters and Trainers
Heba Matbouli is a teacher trainer who has worked
for different institutions in Egypt such as the American
University in Cairo (AUC), Al-Azhar University, and St.
Andrews’ Church. She has trained teachers in public and
private schools on the new English curriculum since 2019.
Ms Matbouli acted as the Coordinator of Subject Matter
Experts designing the Open English Courses, “AUC Road
to College”, offered by AUC to high school students. As a
Coordinator, she has worked closely with the Center for
Learning and Teaching at AUC on reviewing and providing
SMEs with feedback on their instructional materials. Ms
Matbouli started her career as a language instructor at
different universities such as MIU, BUE, and AUC. She is
also an adjunct English instructor in the Department of English Language Instruction at
AUC. She obtained her MA in Teaching English as a Foreign Language (TEFL) from AUC.
Currently, she is a postgraduate researcher in Educational Research with concentration
in Higher Education at Lancaster University in the UK.
4
Presenters and Trainers
Hesham Mohammed is an English Language Instructor
working for the School of Continuing Education, the
American University in Cairo, a Teacher Trainer and
Curriculum Developer who has worked with AMIDEAST
and Longman, a TOEFL and IELTS Trainer, and a SmartBoard
and MozaBook Software Trainer. He is a former manager
at the Evaluation, Testing, and Assessment Department,
SCE, AUC. He has 27 years of experience in English
language teaching, teacher training, and using technology
in the classroom.
Mr Mohammed has taken numerous courses from
reputable educational institutions and universities in
Egypt and around the world, including English Language
Teaching courses at the American University in Cairo,
Building Teacher Skills through the Interactive Web at the University of Oregon (USA),
Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting at the
American English E-Teacher Program at the World Learning SIT Graduate Institute, and
the Bureau of Educational and Cultural Affirmation. This is in addition to SmartBoard
Training and Mozaik Education MozaLearn ICT Training, Assessment of English Language
Learners, Cambridge Examiner Training, Exploring Teaching and Assessment for Higher
Education, Coventry University, Language Assessment in the Classroom, British Council
(UK). He has presented at various professional development events for teachers at
national and international conferences. He was a member of the Curriculum Development
Team in the School of Continuing Education at the American University in Cairo. He
worked as a Steering Committee Member of the NILE TESOL Learning Technologies
Special Interest Group (LTSIG), Nile TESOL. He also worked for the German University in
Cairo as an English Language Teaching Assistant.
5
Presenters and Trainers
Jouhaida Al Rawi, Ph.D, has 24 years of experience in
education. Her education includes a bachelor’s degree in
English language from the Lebanese American University
in Lebanon, an MA in Educational Administration from
the University of British Columbia, Canada, and a Ph.D in
Comparative Quality Education from Newman University,
Kansas, USA. She received a diploma in Artificial
Intelligence from Steam University, Jordan, in 2021. She
is a certified trainer of trainers in the Kingdom of Saudi
Arabia, United Arab Emirates, and Britain. She is also the
founder of the local ministerial learning office in Amyon,
Lebanon.
Dr Al Rawi is a certified professional project manager and
a certified quality member in Dubai. Her experiences in school improvement include
serving on Cognia Engagement Review Teams as a team member, Associate Lead
Evaluator, and Lead Evaluator.
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Presenters and Trainers
Mohamed El Nagdi, Ph.D, is the academic coordinator
of the STEAM Track in the Professional Educator Diploma
(PED) and an adjunct faculty at the department of
Educational Studies at the American University in Cairo
(AUC). Dr El Nagdi obtained his first degree in English
language, and his MA is in Comparative and International
Education, with a focus on educational leadership from
AUC. He acquired his Ph.D in Curriculum and Instruction,
majoring in STEM education, from the University of
Minnesota.
Dr El Nagdi has extensive experience in teaching, teacher
preparation, and leading education institutions in Egypt
and abroad. He started his education career as a teacher
of English in Egyptian schools more than 26 years ago. His professional development
journey took him to different countries and academic institutions: Moray House School
of Education in Scotland, Northern Kentucky University in the USA, Minnesota University
STEM Center, Stockholm University in Sweden. He switched to STEM schools in Egypt
once they came to life in 2011. He was the coordinator of STEM projects (capstone)
in Maadi STEM School for Girls, and then moved to lead a STEM Project that created
a Petrochemical Department in a Suez Vocational School using STEM. He designed,
coordinated, delivered, and implemented different kinds of curricula and professional
development programs for teachers in these institutions. He helped in transferring the
initiative of STEM education to different Egyptian schools as well.
Dr. El Nagdi’s publications focus on STEM teachers’ identity and equity, curriculum
development, English teaching and learning, assessment in STEM education, teachers’
professional development, and technology integration.
7
DAY ONE: SESSION 3:
Integrating the language skills in mixed-ability classes
Integration Plan
Unit #: Lesson #: Lesson Name:
Lesson Target *
Language: *
*
Lesson Target Skills:
*
.1
.2
Team Members: .3
.4
.5
.6
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DAY ONE: SESSION 3:
Integrating the language skills in mixed-ability classes
Integrated Task
Description Impact on Students’
Ex. # Integrated Skills
Learning
“Procedures”
-
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DAY TWO: SESSION 1:
Class management and micro-teaching
Integration Plan Evaluation and Feedback
Unit #: Lesson #: Lesson Name:
Observation Notes
Ex. # Integrated Skills Integrated Task Description Integration Impact
Feedback Notes
Describe one thing or more you like most about this integration plan and explain why.
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DAY TWO: SESSION 1:
Class management and micro-teaching
Share one suggestion or more to make this integration plan even better and explain the
impact it had on the students.
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DAY TWO: SESSION 2:
Project work: Lead-in and applications
Class Project Team Contract
Subject: Unit Name:
Unit Life Skills *
Unit Values *
Unit Issues and *
Challenges *
1.
2.
3.
Team Members:
4.
5.
6.
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DAY TWO: SESSION 2:
Project work: Lead-in and applications
Team Work Plan:
We promise to:
• Listen to each other’s opinions with respect.
• Do our assigned tasks as best as we can.
• Stick to the work time plan we created.
• Seek for the teacher’s support when needed.
Commitment Guidelines:
• If one of the team members breaks one or more of the agreement rules, the team
members shall share a note and a reminder.
• If the same team member cannot show commitment, the teacher should be informed
for the necessary actions.
Team Members' Signatures:
• ......................................................... • .........................................................
• ......................................................... • .........................................................
Date: ............................................................................................
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DAY TWO: SESSION 2:
Project work: Lead-in and applications
Before the Project
Project Driving Question/Questions:
• ....................................................................................................................................
• ....................................................................................................................................
Major steps of the project:
• ....................................................................................................................................
• ....................................................................................................................................
During the Project
Assigned Tasks Log:
Work Plan Responsible Team
Assigned Task Due Date Status
Description Member Name
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DAY TWO: SESSION 2:
Project work: Lead-in and applications
Presentation Plan Who Task
Post Project
SELF-REFLECTION
About Myself
What is the most important thing you learned in this project?
What do you wish you had spent more time on or done differently?
What part of the project did you do your best work on?
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DAY TWO: SESSION 2:
Project work: Lead-in and applications
About the Project
What was the most enjoyable part of this project?
What was the least enjoyable part of this project?
How could your teacher(s) change this project to make it better next time?
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