This presentation is about the importance of involving parents in their children's education and school activities. Included are advice on how to best communicate with parents and reflection questions for trainees to assess how involved parents are in their schools.

This handout suggests ways that teachers can most effectively "activate" new vocabulary words in their learners. Included are exercises, questionnaires and creative activities.

This resource, used on the third day of the Best Practices for Supervisors course, is a worksheet that complements the sample English grammar lesson plan given to participants. Included are exercises for teaching rules related to "used to”.

This handout gives definitions of Bloom's "question categories," which should be utilized when asking students questions

This curriculum outlines objectives and activities for the third day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. Topics in this curriculum include teaching grammar communicatively and language analysis.

This curriculum outlines objectives and activities for the eighth day of the Phase One training session for the Ministry of Higher Education Faculty Development Course. The focus of this curriculum is on giving valuable feedback.

This brief tip sheet is for professionals from the legal community who partner with teachers in primary and secondary schools.

This curriculum outlines objectives and activities for the sixth day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. The focus of this curriculum is teaching vocabulary.

This Teacher Guide for My Arabic Library for the Third Grade contains 48-pages filled with lesson plans and activities developed for My Arabic Library, and suggestions for promoting reading in the classroom. The guide aims to enhance reading skills of third grade students, as well as improve their thinking and analysis abilities. The manual guides the teacher to the best methods and techniques to achieve these goals.

This curriculum outlines objectives and activities for the ninth day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. It provides a synthesis and evaluation of the ten-day course.

This curriculum outlines objectives and activities for the second day of the Phase Two training session for the Ministry of Higher Education Faculty Development Course. Topics in this curriculum include Second Language Acquisition (SLA) theory and communicative competence.

This document outlines the vision, guiding questions, learning strands and objectives of the Ministry of Higher Education's faculty course. The course focuses on effective teaching strategies and use of technology in the classroom.

This handout gives tips for teachers to give successful and meaningful lectures. Some of the topics covered include: creating a conducive atmosphere, using visual support, asking questions and  delivery approaches.

This handout cites academic sources for the best lecture techniques.

This article from Center for Faculty Evaluation & Development examines ways that teachers and professors can improve their lecture skills.

This presentation was used on the fifth day of the Designing a Learner-Centered Course workshop and accompanies trainees as they complete the course activities. It outlines the big questions and tasks that trainees must complete during the session.

This handout gives tips for teachers to give successful and meaningful lectures to their students. It focuses on opening the lecture, keeping students' interest, vocal tips and closing the lecture.

This activity accompanies the "Pre-During-Post Framework for Listening Texts." It encourages teachers to ask themselves what they believe students will and will not know about a text before reading to it.

This presentation describes teacher-centered learning, offers tips for teachers to adapt their current methods to ensure that students are more involved in their learning, and then outlines the characteristics of active learning. Also included is an explanation of the "checking for understanding" technique.

This handout explains the value and process of conducting informal testing in a classroom. Informal tests utilize methods like peer testing and concept questions in order to encourage students to track their progress and motivate themselves.

This document presents a structure for Moodle training sessions. It contains flow charts and diagrams that illustrate the steps trainers can follow when giving Moodle workshops.

This teacher's guide to the Higher Education for Development Moroccan civic education course provides educators with insights into effective ways of teaching the course and engaging students.

This manual guides trainees through the different steps of designing a learner-centered course. It is structured so that trainees can directly write in ideas and notes as they develop their class.

This resource, used on the fourth day of the Best Practices for Supervisors course, is a lesson plan template for teaching English as a foreign language (TEFL) teacher and teacher supervisor. It includes a table for teachers to record their personal goals, the lesson's focus, objectives, procedures, rationale and interaction patterns (teacher to student, student to student), competencies to target, methods for assessment, required materials and/or resources, and post-lesson teacher reflections.

This manual describes the principles of student-centered learning. It gives teachers ideas and examples about how to make their classroom a more communicative learning environment that fosters independent thought. Each section explains the principles, how to prepare, how to implement various activities and how to best follow-up.

This handout provides a list of questions for teachers or trainers to ask themselves in the classroom. The questions focus on preparation and organization, delivery, and post-class activities and evaluations.

This handout defines the concept of what a 'good' teacher is. Ideas include fostering a comfortable environment in which there is two-way learning between teachers and students, and encouraging habits that will endure outside the classroom.

This document explains teaching principles and corresponding competencies necessary for teaching English to Second Language Acquisition (SLA) students. 

This handout reviews each step a teacher should take when designing a course syllabus.

This presentation was used on the first day of the Designing a Learner-centered Course workshop and accompanies trainees as they complete the course activities. It outlines the big questions and tasks that trainees must complete during the session

This presentation is an introduction on how to provide education for students with special needs. It describes the different categories of disabilities, the role of the various actors in providing education for these students and what leaders need to do to make schools more responsive to children with special educational needs.

This curriculum outlines objectives and activities for the fourth day of the Phase two training session for the Algeria Ministry of Higher Education Faculty Course. It focuses on developing lecture/speaking skills.

This curriculum outlines objectives and activities for the first day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. Included are a list of objectives, orientation activities and instruction to develop and teach language competence.

This curriculum outlines objectives and activities for the fourth day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. The focus of this curriculum is linguistics.

This manual focuses on organizing for the beginning of the school year and can be applied to any grade level.

This sample syllabus can help English for Speakers of Other Language (ESOL) teachers to format and write syllabi for their own classes.

This curriculum for the third day of the Algerian Ministry of Education Faculty Course focuses on teaching listening skills to English students.

This exercise asks teachers to identify reading strategies and determine if they should be utilized in the pre-reading phase, during-reading phase or post-reading phase.

This curriculum outlines objectives and activities for the second day of the Phase two training session for the Algeria Ministry of Higher Education Faculty Course. It focuses on teaching reading strategies.

This exercise accompanies the "Checking Understanding" exercise. It encourages teachers to pay close attention to the level of understanding of their students.

This document lists social media sites that were touched upon in the presentation, "Using Social Media in Education." The sites are classified according to type of social media, and each site has a short description of each.

This resource, used on the first day of the Best Practices Supervisors course, provides an analysis of group behavior. The document includes a formatted table with each of the group behavior stages: 1) forming; 2) storming; 3) norming; and 4) performing, along with a description of each.

This Educator's Notes and Curriculum Guide has information for seven sessions, including: social, economic and political timeline; understanding the global economy; and participatory education techniques. Each session includes goals, handouts, trainer's tips and more.

This curriculum outlines objectives and activities for the fifth day of the Phase two training session for the Algeria Ministry of Higher Education Faculty Course. It focuses on writing and formatting syllabi.

This handout examines techniques for teaching language learning strategies. There is a particular focus on the active role students should play in strategic reading.

This curriculum outlines objectives and activities for the fifth day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. Topics in this curriculum include lesson planning formats and formative assessment. Also included is a synthesis of Week One of the training session.

This exercise asks teachers to indicate how much they agree or disagree with statements related to perceptions about teaching Second Language Acquisition (SLA) students.

This presentation outlines ways to make a lesson learner-centered, such as mediating instruction and providing time for reflection. Also included is an overview of the Stages of Self-Direction Learning Model.

This activity helps teachers develop a syllabus by encouraging them to outline their goals and objectives.