Introduction to the School Based Te

Introduction to the School Based Teacher Development programme (SBTD)- Transforming Classroom Practices (TCP)
School Based Teacher Development programme (SBTD)- Transforming Classroom Practices (TCP) is a key dimension of UNRWA’s Education Reform Strategy. The programme seeks to improve teaching and learning practices in the UNRWA classroom through developing interactive pedagogies or ways of teaching that will engage children more effectively in their learning. The SBTD is paving the way for comprehensive in-service training for all UNRWA teachers. There are six Open and Distance Learning modules and each of these focus on different aspects of teaching and learning that together provide an overview of many different approaches and ways to develop quality teaching and learning in UNRWA Schools. The text modules are interactive and ask the teacher to reflect on their practices, try new approaches and consider the impact they have on the children’s learning and motivation.
Intro to Module 1 Developing Active Pedagogies
Unit 1.​ Creating a variety of active teaching and learning strategies
The first unit in Module 1 begins by examining how the role of the teacher and the way they work has developed over the years and what impact this is having on children’s learning and achievements. The notion of learning being an ‘active’ process is at the heart of this unit and module. It asks teachers to examine what they currently do in their classroom through reflective exercises and then provides, through Case Studies and activities, a range of interactive strategies such as brainstorming, working in pairs and group, to make their teaching more active and engaging for children.
Unit 2.​ Exploiting the local environment as a learning resource
This unit looks beyond the classroom to the local physical environment and to the community a srich resources to enhance the active nature of teaching and learning in school. The Unit’s Case Studies and activities focus on different ways to use local resources such as using the school grounds to develop children’s mapping skills, having experts from the community share their expertise with the children and stimulate their thinking and broaden their outlook.
Unit 3. ​The learner-centred, educationally stimulating, classroom environment
This unit looks at how teachers can manage and organise their classrooms so that it is more interesting, stimulating and supports children’s learning and builds their self-esteem. It examines different ways to organise classroom furniture, to use the walls for displays to stimulate interest and promote thinking. The unit discusses how to include the children in brightening the classroom environment.
Unit 4. ​Developing professional knowledge and skills
This unit explores the ideas and beliefs behind Continuing Professional Development (CPD) for teachers. It examines how important it is for teachers to be open to new ideas and ways of working, and to always strive to improve their understanding of teaching and learning towards ensuring that more children are actively engaged in learning and gain in self-confidence. Through the case studies and activities teachers are introduced to ways to reflect on their practice such as, sharing ideas and planning with colleagues to try out new ideas and thus build up communities of practice where each teacher supports and helps the other teachers.

Intro to Module 2:Learning focused classroom practices
Unit 5​Expectations as the key to effective teaching and learning
Research has shown that how a teacher perceives a child as a learner can have very significant impact on the child’s success as a learner, both negatively and positively. This unit explores how to develop a supportive environment and encourages the use of more positive ways of interaction within the classroom, such as using praise and encouragement which is appropriate to each child’s stage of development. It stresses the importance of keeping an open mind rather than closing down the options on a child’s and being prejudiced against a child because they come from a certain part of town or are from a certain family or look a certain way.

Unit 6/7 Building successful communities of learning (double TDU)
This unit explores different strategies to help children participate more actively in their learning. The emphasis is on building a supportive environment where children can feel safe in taking risks in their learning and are not ridiculed if they do not understand. Using group work in different ways to engage the pupils intellectually, socially and emotionally is a major focus of this unit.

Unit 8 ​​Celebrating learning success
Celebrating children’s success in learning can have a significant impact on the child’s perception of themself as a learner and make the difference between success and failure. The unit, therefore, explores how ways, such as displaying and talking with children about their work, helping them develop their sk

النتائج (الإنجليزية) 3:

介绍了校本教师发展计划（sbtd）转化的课堂实践（TCP）基于教师发展计划的学校（sbtd）转化的课堂实践（TCP）是工程教育改革战略的一个关键维度。该计划旨在提高教学和学习实践的课堂互动教学处通过发展或教学，会让孩子更有效的学习方法。是的sbtd所有近东救济工程处教师综合培训铺平了道路。有六个开放和远程学习模块，每个这些重点在不同的方面的教学和学习，共同提供了许多不同的方法和方法，以发展在近东救济工程学校的质量教学的概述。文本模块是互动的，并要求教师反思自己的做法，尝试新的方法，并考虑他们对孩子的学习和动机的影响。模块1开发活动教学法介绍单元1。​创造各种积极的教学和学习策略模块1中的第一个单元开始检查教师的作用和他们的工作方式已经发展了多年，这对孩子的学习和成就产生了什么影响。学习是一个“活动”的概念是在这个单位和模块的心脏。它要求教师检查他们目前在他们的课堂上通过反射练习，然后提供，通过案例研究和活动，一系列的互动策略，如头脑风暴，工作在对和组，使他们的教学更积极和从事儿童。单元2。​开发当地的环境作为学习资源本单元是课堂以外的局部物理环境和社区丰富的资源来提高教学和学习在学校的主动性。该单位的案例研究和活动侧重于不同的方法来使用当地的资源，如使用学校的理由来发展儿童的测绘技能，有来自社会的专家分享他们的专业知识与孩子们，并激发他们的思维和扩大他们的视野。单元3。​的以学习者为中心的课堂环境，教育的刺激，这个单元着眼于教师如何管理和组织他们的教室，使它更有趣，刺激和支持孩子们的学习，并建立他们的自尊。它探讨了不同的方式来组织课堂家具，使用墙壁的显示器，以激发兴趣和促进思维。本单元讨论如何包括创造课堂环境的孩子。单元4。​发展专业知识和技能本单元探讨的想法和信念在持续专业发展（CPD）教师。它探讨了如何重要的是教师是开放的新的想法和工作方式，并始终努力提高他们的理解教学和学习，以确保更多的孩子积极参与学习和获得的自信。通过案例研究和活动教师介绍的方式来反映他们的做法，如分享想法和规划与同事尝试新的想法，从而建立一个社区的实践，每个老师支持和帮助其他教师。模块2介绍：学习为中心的课堂实践单元5​预期是有效教学的关键研究表明，教师如何看待一个孩子作为一个学习者可以有非常显着的影响，对孩子的成功作为一个学习者，消极和积极。本单元探讨如何开发一个支持性的环境，并鼓励使用更积极的方法，在课堂上的互动，如使用适当的每个孩子的发展阶段的赞美和鼓励。它强调的重要性，保持开放的心态，而不是关闭选项对儿童和对孩子抱有偏见，因为他们来自城镇的某一部分或从某个家庭或寻找某种方式。单元6 / 7建立成功的社区学习（双TDU）本单元探讨不同的策略，以帮助儿童更积极地参与他们的学习。重点是建立一个支持性的环境，在那里孩子们可以感到安全，在他们的学习中的风险，如果他们不理解，如果他们不理解。使用小组的工作在不同的方式来吸引学生的智力，社会和情感上是这个单位的一个主要焦点。8单元学习​​庆祝成功在学习庆祝孩子的成功可以作为一个学习者对孩子的感知自己的显著影响，使成功和失败之间的差别。单位，因此，探索途径，如显示和对他们的工作帮助孩子说话，