This schedule outlines the 10-day Phase One course schedule, including specific teaching tips for trainers.
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 resource provides a series of group exercises, including a self-assessing tool to map NGO development, determining who carries responsibility in the NGO, team roles and a self-assessing tool to understand the difference between teams and groups.
This facilitator's guide for a training-of-trainers workshop on innovative leadership provides specifics for a two-day event, including sections on types of listening, how conversations shape actions, barriers to designing the future, creating possibility, and more. Also included are appendices on key concepts and questions, flipcharts and quotes for inspiration.
This guide highlights strategies for civil society organizations to select appropriate issues for advocacy campaigns and gives tips for ensuring effective communication with policymakers. It also focuses on the implementation of advocacy campaigns, including strategies and tools for analyzing and prioritizing issues.
This module has several iterations of the same workshop on rights and gender, which was given in different versions in different parts of Morocco.
This manual, developed by Barbara Fittipaldi and the Center for New Futures, provides a two-day course agenda with key questions, issues and skills related to innovative leadership and self-generated listening. It provides questions and several exercises, such as vision design and barriers to designing the future, and highlights creating relatedness, possibility, opportunity and action.
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 resource, used in the Best Practices for Inspectors Online 1 course, provides an overview of the New York State Regent exam, specifically the English Language Arts Exam. Included are guidelines of project-based learning and alternative assessment for learning English.