Promoting Productivity and Accountability’s skills and values for primary 6th-grade students.

1. Project-based Learning: A Multidisciplinary Unit For Promoting
Productivity And Accountability’s Skills And Values
For Sixth Grade Students.
‫المشروع‬ ‫على‬ ‫القائم‬ ‫التعلم‬:‫اإلنت‬ ‫وقيم‬ ‫مهارات‬ ‫لتنمية‬ ‫التخصصات‬ ‫متعددة‬ ‫وحدة‬‫اجية‬
‫االبتدائى‬ ‫السادس‬ ‫الصف‬ ‫تالميذ‬ ‫لدى‬ ‫والمساءلة‬
‫د‬.‫أحمد‬ ‫سيد‬ ‫تفيده‬‫غانم‬Dr. Tafida Sayed Ahmed Ghanem
‫التربوية‬ ‫للبحوث‬ ‫القومى‬ ‫المركز‬ ،‫المناهج‬ ‫تطوير‬ ‫بحوث‬ ‫شعبة‬ ،‫مساعد‬ ‫باحث‬ ‫أستاذ‬‫والتنمية‬
Associate Research Professor – NCERD
Third International Conference of the Faculty of Education Ain Shams University
“Future Visions for the Development of Education and Teacher Preparation”
17 -19 December, 2018

2. Starting Point ‫البحث‬ ‫منطلقات‬
 Egypt’s MOE Launch the new educational system “EDU 2.0” in this school year 2018/2019.
 The shift of the primary curriculum towards integrated multi-disciplinary approaches in the
form of the “package” curriculum (Discovery).
 Continuous work on the development of life and professional skills-based multidisciplinary
units to gradually replace the separated educational units at the primary level.
 Include effective student-centered learning strategies, project-based learning, problem
solving, and interdisciplinary learning.
 The 21st century skills approach, based on the dimensions of learning, was adopted as an
input to curriculum development and design.
‫الجديد‬ ‫التعليم‬ ‫نظام‬ ‫المصرية‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫تطبيق‬ ‫بدء‬2.0‫الدراسى‬ ‫العام‬ ‫من‬2019/2018.
‫الباقة‬ ‫منهج‬ ‫صورة‬ ‫في‬ ‫التخصصات‬ ‫متعددة‬ ‫المتكاملة‬ ‫المناهج‬ ‫نحو‬ ‫االبتدائية‬ ‫المرحلة‬ ‫مناهج‬ ‫في‬ ‫التحول‬«‫أ‬‫كتشف‬».
‫والمهني‬ ‫الحياتية‬ ‫المهارات‬ ‫على‬ ‫القائمة‬ ‫التخصصات‬ ‫متعددة‬ ‫التعليمية‬ ‫الوحدات‬ ‫تطوير‬ ‫في‬ ‫المستمر‬ ‫العمل‬‫محل‬ ‫لتحل‬ ‫ة‬
‫االبتدائية‬ ‫المرحلة‬ ‫في‬ ‫ا‬ً‫ي‬‫تدريج‬ ‫المنفصلة‬ ‫التعليمية‬ ‫الوحدات‬.
‫الم‬ ‫وحل‬ ‫المشروعات‬ ‫على‬ ‫القائم‬ ‫والتعلم‬ ،‫المتعلم‬ ‫حول‬ ‫المتمركزة‬ ‫الفعالة‬ ‫التدريس‬ ‫استراتيجيات‬ ‫تضمين‬،‫شكالت‬
‫التخصصات‬ ‫متداخل‬ ‫والتعلم‬.
‫المناهج‬ ‫وتصميم‬ ‫لتطوير‬ ‫كمدخل‬ ‫التعلم‬ ‫أبعاد‬ ‫على‬ ‫المعتمد‬ ‫والعشرين‬ ‫الحادى‬ ‫القرن‬ ‫مهارات‬ ‫مدخل‬ ‫تبنى‬.

3. Why Doing This
Research????
Student- Centered
Learning Strategies
‫المتمركزة‬ ‫التعلم‬ ‫استراتيجيات‬
‫التلميذ‬ ‫حول‬
The “Package”
Curriculum
(Discovery).
‫الباقة‬ ‫منهج‬«‫أكتشف‬»
The New Educational
System “EDU 2.0”
Kg1-2 and K1
2018-2019
‫الجديد‬ ‫التعليم‬ ‫نظام‬2.0
‫األول‬ ‫والصف‬ ‫األطفال‬ ‫رياض‬
‫االبتدائى‬2018-2019
Life and Professional
Skills- Based
Multidisciplinary Units
‫التخصصات‬ ‫المتعددة‬ ‫الوحدات‬
‫الحياتية‬ ‫المهارات‬ ‫على‬ ‫القائمة‬
‫والمهنية‬
The 21st Century Skills
Approach
‫الحادى‬ ‫القرن‬ ‫مهارات‬ ‫مدخل‬
‫والعشرين‬

4. ‫البحث‬ ‫مشكلة‬RESEARCH PROBLEM
Problems with the current educational curriculum (Pre K2- K6):
 Breakdown of knowledge and weak achievement of learning outcomes included in
the educational units.
 Poor 21st century skills for primary school students.
 Neglecting the teaching of values associated with life and professional skills
(knowledge, self, work and coexistence skills and values).
 Low level of teacher-based output, memory and discrete materials..
‫مشكالت‬‫المنهج‬‫التعليمى‬‫الحالي‬(‫من‬‫الصف‬‫الثانى‬‫حتى‬‫السادس‬‫االبتدائى‬):
‫إنفصال‬‫المعرفة‬‫وضعف‬‫تحقيق‬‫نواتج‬‫التعلم‬‫المتضمنة‬‫في‬‫الوحدات‬‫التعليمية‬.
‫ضعف‬‫مستوى‬‫مهارات‬‫القرن‬‫الحادى‬‫والعشرين‬‫لدى‬‫تالميذ‬‫المرحلة‬‫االبتدائية‬.
‫إهمال‬‫تعليم‬‫القيم‬‫المرتبطة‬‫بالمهارات‬‫الحياتية‬‫والمهنية‬(‫مهارات‬‫وقيم‬‫المعرفة‬‫والذات‬‫والعمل‬
‫والتعايش‬).
‫تدنى‬‫مستوى‬‫مخرجات‬‫التدريس‬‫المعتمد‬‫على‬‫المعلم‬‫والذاكرة‬‫والمواد‬‫المنفصلة‬.

5. The Problem ‫المشكلة‬
Breakdown of Knowledge
‫المنفصلة‬ ‫والمعارف‬ ‫المواد‬ ‫منهج‬
Students’ Poor 21st Century Skills
‫والعشرين‬ ‫الحادى‬ ‫القرن‬ ‫مهارات‬ ‫في‬ ‫التالميذ‬ ‫مستوى‬ ‫ضعف‬
Neglecting Values Associated with Life and Professional
Skills ‫والمهنية‬ ‫الحياتية‬ ‫بالمهارات‬ ‫المرتبطة‬ ‫القيم‬ ‫تنمية‬ ‫إهمال‬
Low Level of Teaching Material
‫المعلم‬ ‫يقدمها‬ ‫التي‬ ‫التعليمية‬ ‫المواد‬ ‫مستوى‬ ‫تدنى‬

6. ‫البحث‬ ‫أهداف‬Research Goals
 Design a multidisciplinary unit of study in science and technology for
primary 6th grade students.
 Promoting Productivity and Accountability’s skills and values for primary 6th
grade students.
 Build the multidisciplinary unit upon the project-based learning strategy.
 Measure K-6 students’ level of skills and values.
‫تصميم‬‫وحدة‬‫تعليمية‬‫متعددة‬‫التخصصات‬‫في‬‫العلوم‬‫والتكنولوجيا‬‫لتالميذ‬‫الصف‬‫الس‬‫ادس‬
‫االبتدائي‬.
‫تنمية‬‫مهارت‬‫وقيم‬‫اإلنتاجية‬‫والمسائلة‬‫لدى‬‫تالميذ‬‫الصف‬‫السادس‬‫االبتدائى‬.
‫بناء‬‫الوحدة‬‫متعددة‬‫التخصصات‬‫في‬‫ضوء‬‫استراتيجية‬‫التعلم‬‫المعتمد‬‫على‬‫المشروع‬.
‫قياس‬‫مستوى‬‫المهارات‬‫والقيم‬‫لدى‬‫تالميذ‬‫الصف‬‫السادس‬‫االبتدائي‬.

7. ‫البحث‬ ‫منهج‬RESEARCH METHODOLOGY
Descriptive analytical
method
‫التحليلى‬ ‫الوصفى‬ ‫المنهج‬
Experimental method
‫التجريبى‬ ‫المنهج‬
Determine the Productivity and
Accountability’s skills and values
‫والمساءلة‬ ‫اإلنتاجية‬ ‫ومهارات‬ ‫قيم‬ ‫تحديد‬
Control group (58 S.)
‫ضابطة‬ ‫مجموعة‬(58)
Experimental group (56 S.)
‫تجريبية‬ ‫مجموعة‬(56)
Design the skills and values’
questionnaire and observation Rubric
‫والقيم‬ ‫المهارات‬ ‫مالحظة‬ ‫وبطاقة‬ ‫مقياس‬ ‫تصميم‬
Study the designed
multidisciplinary unit
‫على‬ ‫المعتمدة‬ ‫الوحدة‬ ‫تدرس‬
‫التخصصات‬ ‫متعددة‬ ‫المشروع‬
Study the current applied
curriculum
‫الحالى‬ ‫المنهج‬ ‫تدرس‬
Post-test ‫بعدى‬ ‫اختبار‬
Pre-test ‫قبلى‬ ‫اختبار‬
Determine the framework of the
multidisciplinary unit of study in
science and technology
dependent of the project-based
learning strategy
‫المقترحة‬ ‫الوحدة‬ ‫وبناء‬ ‫تصميم‬

8. The Design ‫التصميم‬
The
Multidisciplinary
Unit of Study
Determine
Project
Planning
Project
Management
Project
Communicate
Project
Language
Science
Social
Studies
Mathematics
Arts
Vocational
Educational
Technology
Physical &
Health
Education
ICT
Education
Understanding Key
Concepts,
Knowledge
Development of
Skills
Acquisition of
Values
Solve Complex
Issues
Project-based
Learning
Learning
Outcomes
National
Standards
Evaluation
Project

9. The Multidisciplinary Content
Explore Life and
Population
Diversity in the
Agriculture
Environment
Lesson1: The Nature of the
Agriculture Environment.
Lesson2: Plants & Animals
in the Agriculture
Environment.
Lesson3: People in the
Agriculture Environment.
Reading,
Writing,
Speaking,
Listening,
Grammar,
syntax
Environment,
Soil, Plants,
Animals,
Physiology,
Biodiversity
Geography,
Climate,
Population,
Economics
Activities
Ratio
Proportion
Geometry
Measurement
Statistics
Drawing
Sculpture
Drama
Music
Media
Business &
Professional
Activities
Microbiology,
Bio-
technology Safety
Precautions,
Food Safety,
Hygiene
Computer &
Internet &
Digital
Resources
Discover
Lesson4: The impact of People
and Technology on the
Agriculture Environment.
Knowledge
Skills
Values
Issues
Math
language
Science
Arts
Social
Studies
Tech. ICT
Physical
Edu.
Vocational
Edu.

10. plan for action.
Discovery of
Life and Population
Diversity in the
Agriculture
Environment
Project
clearly define goals
Setting a time plan for
action.
Identify and distribute
tasks to groups.
Setting priorities.
Time management.
Overcoming
difficulties.
Act ethically.
Cooperation and
participation in work.
Achieving results.Writing the final report.
Determine what
achieved goals.
Identify the difficulties
that we faced.
Identify the necessary
improvements to the
results.
Modify results in light
of improvements.
Determine
Project
Planning
Project
Management
Project
Evaluation
Project
Communicate
Results.
Project learning & Skills & Values

11. The Productivity and Accountability’s Skills and Values
Skills:
1. Setting goals.
2. Develop a plan to achieve the goals.
3. Develop an alternative plan.
4. Prioritize needs.
5. List tasks.
6. time management.
7. Act ethically.
8. Overcoming difficulties.
9. Collaborate with colleagues. And
customers.
10. Achieving results.
11. Act ethically and positively.
12. Perform multiple tasks.
13. Take responsibility for the results.
Values:
1. Act positively and morally.
2. Organize time and project efficiently.
3. Perform multiple tasks.
4. Participate in a positive and credible and
mastery.
5. Show the proficiency and personal work
method.
6. Perseverance at work.
7. Cooperation and partnership with the
team.
8. Self-control.
9. Respect for diversity in the team.
10. Appreciation of others.
11. Soft handling with attention to others.
12. Work perfection.
13. Independence and personal responsibility.
14. Accounting results.

12. ‫والمساءلة‬ ‫اإلنتاجية‬ ‫وقيم‬ ‫مهارات‬
‫المهارات‬:
•‫األهداف‬ ‫تحديد‬.
•‫األهداف‬ ‫تحقيق‬ ‫خطة‬ ‫وضع‬.
•‫بديلة‬ ‫خطة‬ ‫وضع‬.
•‫االحتياجات‬ ‫أولويات‬ ‫تحديد‬.
•‫بالمهام‬ ‫قائمة‬ ‫وضع‬.
•‫الوقت‬ ‫إدارة‬.
•‫أخالقى‬ ‫بشكل‬ ‫العمل‬.
•‫الصعوبات‬ ‫على‬ ‫التغلب‬.
•‫الزمالء‬ ‫مع‬ ‫التعاون‬.‫والعمالء‬.
•‫النتائج‬ ‫تحقيق‬.
•‫وبإيجابية‬ ‫بأخالق‬ ‫العمل‬.
•‫متعددة‬ ‫بمهام‬ ‫القيام‬.
•‫النتائج‬ ‫مسئولية‬ ‫تحمل‬.
‫القيم‬:
•‫وأخالقية‬ ‫بإيجابية‬ ‫العمل‬.
•‫بكفاءة‬ ‫والمشروع‬ ‫الوقت‬ ‫تنظيم‬.
•‫متعددة‬ ‫مهام‬ ‫أداء‬.
•‫وإتقان‬ ‫ومصداقية‬ ‫بإيجابية‬ ‫المشاركة‬.
•‫الشخصية‬ ‫العمل‬ ‫وطريقة‬ ‫حرفية‬ ‫إظهار‬.
•‫العمل‬ ‫في‬ ‫المثابرة‬.
•‫الفريق‬ ‫مع‬ ‫والتشارك‬ ‫التعاون‬.
•‫النفس‬ ‫ضبط‬.
•‫الفريق‬ ‫في‬ ‫التنوع‬ ‫احترام‬.
•‫اآلخرين‬ ‫تقدير‬.
•‫اآلخرين‬ ‫مع‬ ‫باهتمام‬ ‫اللين‬ ‫التعامل‬.
•‫العمل‬ ‫إتقان‬.
•‫الشخصية‬ ‫والمسئولية‬ ‫االستقاللية‬.
•‫النتائج‬ ‫محاسبية‬.

13. Research Tools ‫البحث‬ ‫أدوات‬
The Observation Rubric (20 Items)
Skills & Values Questionnaire (26 +28 = 54 Questions):
Observation Item High Level Medium Level Low level
1. Share responsibility
responsibly.
Participate fully in collective
action and give value to
individual contributions to
each member of the team.
Share some responsibility for
group work with limited
value for individual
contributions to each
member of the team.
Barely shares responsibility
for group work and it is
difficult for him to give value
to individual contributions to
each member of the team.
Value Section’s Question: Answer Choices:
1. When I require collective
action and cooperation with
others.
A. Stay away from the participation of
others in collective work and best work
individually to accomplish the task
quickly.
B. I seek to work in a group and better
cooperation with others to accomplish the
task efficiently.
B
Skills Section’s
Question:
High Medium weak
1. I can Participate in
the completion of
work and access to
satisfactory results.
√

14. RESEARCH RESULT ‫البحث‬ ‫نتائج‬
1. There were significant differences at (0.05) between the average scores of the
post test of the experimental and control group students of the productivity
and accountability’s skills and values questionnaire and observation rubric in
favor to the experimental group.
2. There were significant differences at (0.05) between the average scores of the
pre and post test of the experimental group students in the productivity and
accountability’s skills and values questionnaire and observation rubric in
favor of the post test.
3. The big size effect of the project-based multidisciplinary unit.
‫توجد‬‫فروق‬‫دالة‬‫ا‬ً‫ي‬‫إحصائ‬‫عند‬‫مستوى‬(5.0)‫بين‬‫متوسطات‬‫درجات‬‫االختبار‬‫والقبلى‬‫واالختبار‬‫البعدى‬‫للمجموعة‬
‫التجريبية‬‫في‬‫مقياس‬‫وبطاقة‬‫مالحظة‬‫مهارات‬‫وقيم‬‫اإلنتاجية‬‫والمساءلة‬‫لصالح‬‫االختبار‬‫البعدى‬.
‫توجد‬‫فروق‬‫دالة‬‫ا‬ً‫ي‬‫إحصائ‬‫عند‬‫مستوى‬(5.0)‫بين‬‫متوسطات‬‫درجات‬‫االختبار‬‫البعدى‬‫للمجموعة‬‫الضابطة‬‫والمجموعة‬
‫التجريبية‬‫في‬‫مقياس‬‫وبطاقة‬‫مالحظة‬‫مهارات‬‫وقيم‬‫اإلنتاجية‬‫والمساءلة‬‫لصالح‬‫المجموعة‬‫التجريبية‬.
‫حجم‬‫التأثير‬‫الكبير‬‫للوحدة‬‫متعددة‬‫التخصصات‬‫القائمة‬‫على‬‫التعلم‬‫بالمشروع‬.

15. Research Conclusion ‫نتائج‬‫البحث‬
 Development of the following skills: setting objectives, determine
priorities, drawing up a list of tasks, developing an alternative plan,
setting expectations, reviewing expectations, and self-evaluation.
 Development of the following values: team learning, love of work,
time management, continuous learning, and meeting the obligations.
‫تنمية‬‫المهارات‬‫التالية‬:‫تحديد‬،‫األهداف‬‫وتحديد‬،‫األولويات‬‫ووضع‬‫قائمة‬،‫بالمهام‬‫و‬‫وضع‬
‫خطة‬،‫بديلة‬‫وتقويم‬‫أداء‬،‫الفريق‬‫وتحديد‬،‫التوقعات‬‫ومراجعة‬،‫التوقعات‬‫والتقي‬‫يم‬‫الذاتي‬.
‫تنمية‬‫القيم‬‫التالية‬:‫التعلم‬‫فى‬،‫فريق‬‫وحب‬،‫العمل‬‫وتنظيم‬،‫الوقت‬‫والتعلم‬‫ا‬‫لمستمر؛‬
‫والوفاء‬‫بااللتزامات‬.

16. Project- based
Multidisciplinary Learning
Life and Population Diversity
in the Agriculture
Environment
Social Studies
The Agriculture
Environment
Mathematics
The Ratio - Statistics
Science
Structure and Function in
Living Things-
Absorption and transmission
of water and mineral salts in
Plants
Arabic Language
Home Economy
Food and Health in
agriculture environment
K6- First semesterK6- Second semester
The Current Curriculum –
Separated Subjects
Math Arabic
Science
Social
Studies
Arts
Technology
Vocational
Education
Physical
Education
ICT
The Project-based
Multidisciplinary Design
Sustainable
Development Issues

17. Project-
Based
Learning
Planning
Project
Management
Project
Evaluation
Project
Communicate
Results.
Math Arabic
Social
Studies Science
Arts
ICT
Multidisciplinary

18. Recommendations ‫التوصيات‬
Design and build multi-disciplinary units based on project learning at the
primary level.
Develop the 21st century skills and values for the primary school students.
Training primary school teachers to teach multidisciplinary units based on
project learning.
Design the primary school curricula to achieve the dimensions of learning
within the framework of life and professional skills.
‫االبتدائية‬ ‫المرحلة‬ ‫في‬ ‫بالمشروع‬ ‫التعلم‬ ‫على‬ ‫المعتمدة‬ ‫التخصصات‬ ‫متعددة‬ ‫الوحدات‬ ‫وبناء‬ ‫تصميم‬.
‫االبتدائية‬ ‫المرحلة‬ ‫تالميذ‬ ‫لدى‬ ‫والمهنية‬ ‫الحياتية‬ ‫والعشرين‬ ‫الحادى‬ ‫القرن‬ ‫وقيم‬ ‫مهارات‬ ‫بتنمية‬ ‫االهتمام‬.
‫بالمشروع‬ ‫التعلم‬ ‫على‬ ‫المعتمدة‬ ‫التخصصات‬ ‫متعددة‬ ‫الوحدات‬ ‫تدريس‬ ‫على‬ ‫االبتدائية‬ ‫المرحلة‬ ‫معلمى‬ ‫تدريب‬.
‫الحياتية‬ ‫المهارات‬ ‫إطار‬ ‫في‬ ‫التعلم‬ ‫أبعاد‬ ‫لتحقيق‬ ‫االبتدائية‬ ‫المرحلة‬ ‫مناهج‬ ‫تصميم‬‫والمهنية‬.

19. Great appreciation and thankful feelings to the
Ain Shams University
Faculty of Education
for the great effort to organize the annual international conference.
Acknowledgment
‫لكلية‬ ‫الثالث‬ ‫الدولى‬ ‫المؤتمر‬‫التربية‬
‫شمس‬ ‫عين‬ ‫جامعة‬
(‫المعل‬ ‫وإعداد‬ ‫التعليم‬ ‫لتطوير‬ ‫مستقبلية‬ ‫رؤى‬‫م‬)
17-19‫ديسمبر‬2018