Readiness is basic to learning.

Readiness ،‫يُعد قانون االستعداد أحد القوانين األساسية للتعلم‬

indicates that the learner learns better if the
learning experience is provided when they are
 
ready to learn.
In which of the following situations is the
learner at the highest level of readiness?
‫ إذا قُ ِّدمت له‬،‫حيث يُشير إلى أن المتعلم يتعلم أفضل‬
‫الخبرة التعليمية في الوقت الذي يكون فيه مستع ًّدا‬
‫ اآلتية يكون فيها المتعلم في أعلى‬I‫ أيّ المواقف‬،‫للتعلم‬
‫درجات االستعداد؟‬

When doing some activities ‫عندما يؤدي بعض التدريبات‬

At the beginning of the lesson ‫عند بداية الحصة الدراسية‬

When answering correctly ‫عندما يجيب إجابة صحيحة‬

When asking a question

When asking a question – but not sure of the answer.

Students in one of your classes have major academic, personal, linguistic, cognitive, and
cultural differences. The best teaching strategy you can employ to meet the needs of all
students in such a class would be:

Direct instruction strategy   ‫استراتيجية التدريس المباشر‬

Differentiated instruction
strategy
  ‫استراتيجية التدريس المتمايز‬

Reciprocal teaching strategy   ‫استراتيجية التدريس التبادلي‬

Discussion and dialogue strategy

1. Direct instruction strategy: This strategy involves the teacher leading the class
through a structured lesson that includes explicit teaching, modeling, and guided
practice, followed by independent practice and feedback. The teacher is in control of
 the learning process, and students are expected to follow along and complete the
assignments as directed.
2. Differentiated instruction strategy: This strategy involves tailoring the instruction to
meet the individual needs of each student in the classroom, taking into consideration
their learning style, cultural background, and level of academic readiness. Teachers
may use a variety of methods to differentiate instruction, such as providing multiple
ways to learn, offering student choice in assignments and assessments, and grouping
students by interest or ability level.
3. Reciprocal teaching strategy: This strategy involves the teacher and students working
together to build comprehension and understanding of a text. The teacher models
and guides the students through four strategies: predicting, questioning, clarifying,
and summarizing. Students then take turns leading the group through the same
process with different texts, working collaboratively to deepen their understanding.
4. Discussion and dialogue strategy: This strategy involves students engaging in active
and constructive conversation with their peers and the teacher. Through this process,
students can share ideas, ask questions, and challenge assumptions, deepening their
understanding of the material and developing critical thinking skills. Teachers can
facilitate discussion and dialogue by posing open-ended questions, encouraging
participation from all students, and creating a safe and respectful classroom
environment.
Reciprocal teaching is a reading strategy used to improve students' reading comprehension skills.
It involves four key strategies that students use to actively engage with the text: predicting,
questioning, clarifying, and summarizing. Reciprocal teaching is typically implemented in small
groups, where students take turns leading the discussion and modeling the four strategies. Here
are some examples of how each strategy might be used in reciprocal teaching:

1. Predicting: Before reading a text, students might make predictions about what they think the text
will be about based on the title, headings, and any other clues they can find. For example, if the
text is titled "The Life Cycle of a Butterfly," students might predict that the text will describe the
different stages of a butterfly's life.
2. Questioning: As they read, students might generate questions about the text to help them better
understand it. For example, if the text mentions that butterflies go through a metamorphosis,
students might ask, "What is metamorphosis?" or "How does a caterpillar turn into a butterfly?"
3. Clarifying: When students come across unfamiliar words or concepts in the text, they might stop
to clarify their understanding. For example, if the text uses the word "chrysalis," students might
ask their peers, "Does anyone know what a chrysalis is?" or "Can someone explain what a
chrysalis looks like?"
4. Summarizing: After reading a section of the text, students might summarize what they have
learned so far. For example, if they have just read about the caterpillar stage of a butterfly's life
cycle, they might say something like, "So, a butterfly starts out as a tiny egg, then it hatches into a
caterpillar, which eats a lot and grows bigger, then it turns into a chrysalis and stays there for a
while before finally becoming a butterfly."

By using these four strategies in a group setting, students can help each other better understand
the text and develop their reading comprehension skills.
 q)

What is the appropriate term for teaching ‫ما المصطلح المناسب لتعليم الطلبة معايير السلوك‬
students standards of acceptable behavior   ‫المقبول والمسؤول عند استخدام التكنولوجيا؟‬
while using technology?

Technology integration in
education.
  ‫توظيف التكنولوجيا في التعليم‬

Using educational technology.   ‫ التعليم‬I‫استخدام تكنولوجيا‬

Awareness of cyber-bullying.   I‫التوعية بالتنمر اإللكتروني‬

Teaching students digital citizenship.

Sure, here's an explanation of the other options in the question:

1. Technology integration in education: This term refers to the process of incorporating

technology tools and resources into the classroom to enhance teaching and learning.
While it is important to teach students about responsible and ethical use of
technology as part of technology integration, it is a broader term that encompasses
the use of technology in all aspects of education, not just teaching digital citizenship.
2. Using educational technology: This term is similar to technology integration in
education, but specifically refers to the use of technology tools and resources for
educational purposes. Like technology integration, it is an important aspect of
teaching and learning, but it does not specifically address the issue of responsible
use of technology.
3. Awareness of cyber-bullying: This term refers to educating students about the
problem of cyber-bullying and how to prevent and respond to it. While cyber-
bullying is certainly an important issue in the digital age, it is just one aspect of
responsible digital citizenship, which encompasses a range of behaviors and
practices related to safe, responsible, and ethical use of technology.
1.

Assigning students to do scientific research Assigning students to do scientific

research is an effective way to develop their problem-solving skills. Scientific research
requires students to identify a problem, design a method to solve it, and then
analyze the results. By engaging in this process, students are exposed to a real-world
problem and must use critical thinking and analytical skills to solve it. Additionally,
 scientific research helps students develop their ability to collect, analyze, and
evaluate data, which is a valuable skill for problem-solving.
2. Implementing inquiry-based learning style Inquiry-based learning is an effective
teaching strategy that promotes problem-solving skills. This learning style
encourages students to ask questions, make observations, and investigate to find
answers. Through inquiry-based learning, students learn to solve problems by
discovering the answers themselves, rather than relying on the teacher to provide
them. This approach helps students develop their critical thinking and problem-
solving skills by giving them the opportunity to apply their knowledge in a practical
way.
3. Utilizing project-based learning Project-based learning is another effective teaching
strategy that helps develop problem-solving skills. In this approach, students work on
a project that requires them to solve a problem or answer a question. The project can
be designed to be collaborative or individual, and can involve a range of activities,
such as research, data analysis, and presentations. Project-based learning helps
students develop their critical thinking, communication, and problem-solving skills,
as they work together to find a solution.
4. Conducting brainstorming sessions Brainstorming sessions are a great way to
encourage students to develop their problem-solving skills. Brainstorming involves
generating ideas and solutions in a group setting, without judgment or evaluation.
This approach allows students to freely express their ideas and encourages creative
thinking. Brainstorming sessions can be used as a warm-up activity to a larger project
or as a way to generate ideas for a specific problem. By participating in
brainstorming sessions, students learn to think creatively, listen to others, and work
collaboratively to find a solution.
q)

Which of the following actions further helps the teacher to equip their students with problem-
solving skills? 

Assigning students to do scientific

research
  ‫تكليف الطلبة بإجراء بحوث علمية‬

Implementing inquiry-based
learning style
  ‫تنفيذ أسلوب التعلم المعتمد على االستقصاء‬

Utilizing project-based learning     ‫ التعلم القائم على المشاريع‬I‫استخدام‬

Conducting brainstorming sessions

q)

One of your colleagues complains that every ‫إذا اشتكى أحد المعلمين فشل استراتيجية العصف‬
time they conduct a brainstorming session
  ّ
‫ فما السَّبب‬.‫الذهنيّ في كل َمرَّ ة يطبقها في صفوفه‬
with their students, they fail. What could be
‫ الذهني؟‬I‫ استراتيجية العصف‬I‫المح َت َمل لفشل تطبيق‬
the reason for such failure?

Teacher accepts students’ ‫ الغريبة التي‬I‫قبول المعلِّم األفكار‬

 
outlandish ideas. .‫يقترحها الطلبة‬

Teacher writes down all the ‫تدوين المعلِّم كل األفكار التي يقترحها‬
 
ideas students share. .‫الطلبة‬

Teacher evaluates students’ ‫ الطلبة في‬I‫ التي اقترحها‬I‫تقييم األفكار‬

 
ideas at the end of the session. .‫نهاية الجلسة‬

Teacher evaluates students’ ideas as soon as they share them.

The possible reason for the failure of the brainstorming strategy when
implemented by the teacher could be that the teacher evaluates the students'
ideas as soon as they share them. This approach can hinder the generation of
creative and innovative ideas as students may fear criticism and not share their
thoughts freely. It is essential to create a non-judgmental environment in which
students feel comfortable expressing their ideas without any fear of criticism or
rejection. Therefore, teachers need to provide positive reinforcement and
encourage all ideas during the brainstorming session, allowing for the free flow
of ideas without any evaluation. Once all the ideas are on the table, the teacher
can then evaluate them to select the best ones that meet the objectives of the
session.

q)

One of the students, who has behavioral
issues and exhibits many undesirable
behaviors during the lessons, approaches
you and complains that another student  
bullied him/her while they were playing an
electronic game after school hours.
The appropriate action to take here is:
‫ ويظهر‬،‫ذا اشتكى لك طالب يعاني مِن مشاكل سلوكية‬
‫عديد مِن السلوكيات غير المرغوب بها أثناء الحصص‬
‫ خالل لعبهم‬،‫ن تنمُّر أحد زمالئه في الصف عليه‬
‫حدى األلعاب اإللكترونية خارج أوقات الدوام‬
:‫ هو‬،‫المناسب‬ I‫ فإن التصرُّ ف‬،‫لمدرسي‬
 You intervene to stop
bullying as per the ‫ ال َّتنمُّر ضمن اإلجراءات‬I‫تتدخل لِوقف‬
َّ
procedures and policies in   I‫والسياسات المعمول بها في مدرستك‬
place at your school to .‫لمواجهة ال َّتنمُّر‬
confront bullying.

You explain to the student that

you cannot intervene because ‫تشرح للطالب عدم إمكانية التدخل؛ ألن‬
bullying took place after school   ،‫التنمر يحدث خارج أوقات المدرسة‬
hours and urge him/her to .‫وتحثه على مواجهة المُت َنمِّر‬
confront bullying.

You wait until his/her classmate
bullies him/her in class then you
intervene as per the procedures  
and policies in place at your
school to confront bullying.
‫تنتظر حتى يتنمُّر زميله عليه في‬
‫ وتتد ّخل ضمن اإلجراءات‬،‫الصف‬
I‫والسياسات المعمول بها في مدرستك‬
.‫لمواجهة التنمُّر‬

You make a deal with him/her that if he/she stops their undesirable
behaviors, you will help him/her stop their classmate’s bullying.

You intervene to stop bullying as per the procedures and policies in place at your school to
confront bullying. It is important to take all complaints of bullying seriously and to act on
them promptly. Ignoring the complaint or telling the student to confront the bullying
themselves can make them feel helpless and increase the likelihood of the bullying
continuing. As a teacher, you have a responsibility to create a safe and inclusive learning
environment for all students, and this includes addressing any incidents of bullying that
occur, regardless of when or where they take place.

q)

The figure that illustrates the correct hierarchy for content knowledge parts (facts,
concepts, generalizations) is
q)

During a lesson, a teacher asked the
questions below. What type of questions are
they?
✔ What would need to change in order for
you to accomplish this?  
✔ How did you come to this conclusion?
✔ What are your expectations?
✔ What should you ask yourselves to further
your understanding?
‫ما نوع األسئلة اآلتية التي قام معلم بطرحها على طلبة‬
‫صفه خالل إحدى الحصص؟‬
‫✔ ما الذي يجب تغييره حتى تتم َّكنوا مِن تحقيق ذلك؟‬
‫✔ كيف توصَّلتم إلى هذا االستنتاج؟‬
‫✔ ما توقعاتكم؟‬
I‫✔ ما الذي يجب أن تسألوا أنفسكم عنه لزيادة فهمكم‬
I‫الموضوع؟‬
 

Clarifying   ‫توضيحة‬

Evaluative   ‫تقييمية‬

Predictive   ‫تنبؤية‬

Probing   ‫سابرة‬

The type of questions the teacher asked are probing questions. Probing questions are
designed to encourage students to think more deeply about a topic, consider different
 perspectives, and provide more detailed and thoughtful responses. They are open-ended
and require more than a simple yes or no answer. In this case, the questions asked are
intended to prompt students to reflect on their thinking, consider alternative viewpoints, and
challenge assumptions

1. Clarifying: Clarifying questions are used to clarify a statement or concept. They are
intended to help the listener understand what is being said or to ensure that the
speaker's message is clear. Examples of clarifying questions include "Can you explain
that in more detail?" or "What do you mean by that?"
2. Evaluative: Evaluative questions are used to evaluate or assess a situation or idea.
They may be used to evaluate the effectiveness of a particular approach, to assess
the quality of a product or service, or to make a judgment about a particular action
or decision. Examples of evaluative questions include "Was this the best solution to
the problem?" or "Did this approach meet your expectations?"
3. Predictive: Predictive questions are used to predict or anticipate a future outcome or
event. They may be used to help plan for the future or to anticipate potential
problems or challenges. Examples of predictive questions include "What might
happen if we don't address this issue?" or "What are the potential consequences of
this decision?"
4. Probing: Probing questions are used to explore a topic in more depth. They are
open-ended and require more than a simple yes or no answer. Probing questions are
intended to encourage the listener to think more deeply about a topic and to
provide more detailed and thoughtful responses. Examples of probing questions
include "What led you to that conclusion?" or "Can you give me an example?"

q)

What is the international assessment that ‫الذي يقيس مهارات الطلبة في عمر‬ ‫الدولي‬ ‫ما التقييم‬

measures students' skills at the age 15 years
old, in which UAE participated in 2009, 2012,  
2015 and 2019?
‫ والذي شاركت فيه دولة اإلمارات العربية‬،‫ عامًا‬15
‫ و‬2015 ‫ و‬2012 ‫ و‬2009 ‫المتحدة في األعوام‬
‫؟‬2019

Trends In International
‫الدراسة الدولية للعلوم والرياضيات‬
Mathematics And Science Study
(TIMSS) (TIMSS)

The Programme for

International Student (PISA) ‫برنامج التقييم الدولي للطلبة‬ 
Assessment (PISA)
 International Computer & ‫الدراسة الدولية في مجال الحاسوب‬
Information Literacy Study (ICILS) )ICILS( ‫والمعلومات‬

The Progress in International Reading Literacy Study (PIRLS)

The international assessment that measures students' skills at the age of 15 years old, in which
UAE participated in 2009, 2012, 2015, and 2019 is The Programme for International Student
Assessment (PISA). PISA is a worldwide study conducted by the Organisation for Economic Co-
operation and Development (OECD) to evaluate educational systems by measuring 15-year-old
students' academic achievements in reading, mathematics, and science. The assessment aims to
provide policymakers and educators with a global perspective on how well their education
systems prepare students for the challenges of the future.

what are the other options ?

There are three other international assessments that are widely recognized and used to evaluate
educational systems globally:

1. Trends in International Mathematics and Science Study (TIMSS) - TIMSS measures students'
achievement in mathematics and science at Grades 4 and 8. The study is conducted every four
years and provides data on trends in student achievement over time.
2. The Progress in International Reading Literacy Study (PIRLS) - PIRLS measures fourth-grade
students' reading literacy in different countries around the world. It assesses students' reading
comprehension and reading behaviors.
3. The International Computer and Information Literacy Study (ICILS) - ICILS assesses students'
computer and information literacy skills in Grade 8. It measures students' ability to use computer
applications, understand basic computer principles, and evaluate information sources on the
internet.