Programme Wrap up

Programme Wrap up

   The program is divided into basically three main parts: pedagogy, supervision and outdoor activities. It was quite clear that there was an adequate portion of input in the pedagogical part. For instance we were introduced to learning theories and assessment procedures. The supervision part included several issues relevant to classroom applications such as testing and assessment. The outdoor activities part showed amazing experiences which covered up several issues like the trip to Yuviskla.

Week 12,

Teaching practice and wrapping up

We in group BTL gathered many times in order to select the topic and it was difficult to decide on one because we are in different majors, so we agreed on a topic which was about the goods titled as ( The demand determinants) and shared roles in teaching this topic from different perspectives each one taught a part according to his major:-  for me I taught the economic part of the lesson, Al Gamidi his majoring in business, A ziz he is majoring in foods and Dr. Salah is majoring in teaching the English language. I think the lesson went well and I appreciated the cooperation between all the members of our group and the active participating and interactions from our colleagues. In addition, I would thank our instructors for their instructions and supporting.

Ice braking:

I tried to apply the way I always use with my students: I used the jokes, fun by talking about daily issues such as sport, or any current events

I used to link my lessons to the real life with stories because I want my students not to forget the topic, so I tried to apply it in my teaching practice.

Also, I used the body language to make the idea I am explaining clear to students. I used NLP for the same reason because it deals with learners styles.  

Week 11,  Nuuksio and Nokia

We were happy in the eleventh week because we had added to our knowledge too important  things. 

-         We had a relaxing day out side in the Finnish forest and nature: the National Park Nuuksio, a wildness forest area of ESPOO.

-         While we departed from bus station we missed our colleague Hezab because he had an appointment in the hospital but he was luck  that he finished early and came to us in our location, that it was difficult for  to find the group in the forest.

-         One thing that I liked was the barbeque but the time was challenging because we had to leave at  14:00

-         Nokia and Tamere on 14 June 2012

-         We as participants went to Tamere and the trip was 2 hours. In fact, it was a normal visit but we noticed that the address of the company was not clear and when we arrived they asked us to sign on a paper that we did not inform any information, in fact we were not happy with this kind of dealing , I think we did not learn any new things.

-         After the coffee we went also to Valtter Niem, Nokia Research Centre, Demola, It  was about facilitating  the multi disciplinary innovation and engage ecosystem:

-         Talent + companies + universities

1.     Making a demo withyou in 4 months

2.     You evaluate results and decide further development

                Week 10, teaching practice

ibrahim khojah

REVIEW

Three basic problems in every economy must face :

1-What shall be produced ?

2-How to produce ?

3-For whom ?

Productive factors :

LAND , Labor , Capital , Entrepreneurship

Quantity demanded :

The amount of a good that buyers are willing and able to purchase .

Demand carve :

A graph of the relationship between the price of a good and the quantity demanded.

Law of demand:

When the price of a good raises ,the quantity demanded falls.( all other things are constant)

Therefore the demand curve slopes downward .

An increase in demand :

Any change that increases the quantity demanded at every price

, shift the demand curve to the right.

7.5 The Demand Determinants

Objectives :

The purpose of this lesson is''after the students can draw the demand curve''

*the students can confirm the understanding of demand concept.

*the students can examine what determines demand .

In addition to price , there are many variables that shift the demand curve :

Number of buyers:

market demand is derived from individual demand. If Irmeli, another consumer of ice-cream ,were to join Katri and Merja , the quantity demanded in the market would be higher at every price and the demand curve shifts to right.

Income :

Normal good : an increase in income leads to an increase in demand .

Inferior good : an increase in income leads to a decrease in demand .(bus ride)

Testes :

It based on historical and psychological forces that are beyond the realm of economics.

Expectations :

Your expectations about the future may affect your demand for goods and services today.

Substitutes goods ;

Two goods for which an increase in the price of one leads to an increase in the demand for the other .

Complements goods :

Two goods for which an increase in the price of one leads to a decrease in the demand for the other .

7.5

Team work

Group A

During the 1990s, technological advances reduced the cost of computer chips. How do you think this affected the market for computers?

For computer software ?

For typewriters ?

Group B

Suppose that in the year 2005 the number of births is temporarily high. How does this baby boom affect the price of baby-sitting services in 2010 and 2020? 5-year-olds need baby-sitters, whereas 15-year-olds can be baby-sitters

.

Group C

Case Study

Public policymakers often wants to reduce the amount that people smoke.what are the ways?

Prohibition of cigarette advertising

Raise the price, taxes the manufactures,

Teenagers and the price.

Other tobacco , cigar, chewing tobacco, marijuana.

7.5

Next Lesson

SUPPLY

Each member of the class bring with him an advertisement,

From stores, newspapers, companies, net,…ect

WEEK 9 mobile learning and unselected participant

WEEK 9 mobile learning and unselected participant

During  this we had spent a very time good time because there had been some active

act ivies:

-          We went to a very  organized institute which was called Omnia

-          Ice breaking in the entrance o the school: there are many attractive things in the entrance such as land rover car, the decoration of the café is like you are in  a jungle, with snake and monkey toys

-          We had learnt many useful mobile learning programmes

-          Dr. Katri and Dr. Merja

               provided us many useful teaching  methods by dividing participant into groups and they selected one to make a presentation about one of the teaching methods that  we had learnt before. So that was ready because he might be selected them and students interacted well

6th NO`s in Tiimiaktemia

6^th NO`s in Tiimiaktemia

     Jyvaskyla University of Applied Science`s Award –winning Tiimiakatemia Combines the world of business and the of education.

It was founded in 1993 by Johannes Partanen. “Students” have been increased from 24 to 200.

     No students, But Team Entrepreneurs

     No classrooms, But open plan offices

     No teaching , But learning

     No teachers  , But coaches

     No simulations , But real Business

     No control , But self – organizing .

                                                  

                                         How Do They Learn ?

Dialogue , Reading , and Learning by Doing

      

        Book points : ¤ company`s turnover

                              ¤  development discussions

                              ¤   360 evaluation skil profil

                              ¤   Diversity & leadership pass

                              ¤ Quality 47, 24 hour birth giving.

Combining the world of Business & Education:

·        120 co-operatives

·        2 milj Turnover

·        200 students

·        2000 projects.

Classroom 147 Around  the world team

                Travel around the world ,9 weeks , 7 countries, 10000e each one aprox..from projects team, sell markting project.

 

ICEBREAKERS

On –The-Job Learning

Program  8----10.  5.2012.              SLK instituutti                                

              

            .                             Tuesday 8.5.     Class 350                      Lecturer Ms. Eeva Karikoski

                         Icebreaking begins at first moment in the class by self -introduction while Ms Eeva is taking abcense in quite nicely qeracter , she explain the program 8.----10.5.2012.

               In-depth discussing On-the -job Learning contents and the tasks included in vocational Skills demonstration as well as the assessment of it by Ms.Susanna Svartsjo.

     Collaborative Meathods and Experiential Learning ara expanding through a raining questions of participants on The two lecturers.                                                                                 

On –The-Job Learning

Program  8----10.  5.2012.              SLK instituutti                                

              

            .                             Tuesday 8.5.     Class 350                      Lecturer Ms. Eeva Karikoski

ICEBREAKERS

                         Icebreaking begins at first moment in the class by self -introduction while Ms Eeva is taking abcense in quite nicely qeracter , she explain the program 8.----10.5.2012.

               In-depth discussing On-the -job Learning contents and the tasks included in vocational Skills demonstration as well as the assessment of it by Ms.Susanna Svartsjo.

     Collaborative Meathods and Experiential Learning ara expanding through a raining questions of participants on The two lecturers

Week 4 Reflection

WEEK 4 (From 23-25 April) SHADOWING   Researching targeted market' Monday 23 This session on the whole talks about types of research methodology and the drawn implications in marketing. Students were engaged in PPP for their relevant topic. It was clear they did good job and had a grasp of research techniques. Tutors were giving hints and feedback on the students' work they there was some missing points relevant to research methodology.   Tuesday 25-4-12, 'Cross-Cultural Session'. Basically the session was talking about the Arab Culture with instances from different countries like Egypt, Syria, and Saudi Arabia. We as Saudi had varying opinions about relevant issues such as cultural perceptions which shows two different views. Another relevant issue was presented by a visiting professor from Germany on some cultural perceptions. She gave questionnaires and handouts. It was good and insightful. 'Introduction to Finnish language, Tuesday 25. The session was about learning Finnish language and the teacher used basically grammar-translation method which dates back ages. Various techniques were used like phonetic differences, vocabulary cards. Good to notice which is introduction to the next session so the students were aware of what to expect. It was good but we were unable to participate and like isolated. In summary,these three shadowing of week 4 has excited of the new learning methods and professional approach.In addition ,the instructors are experts in their fields. I would like to apply the ideas and the concepts on my own teaching in future.

week 2

there was set joury where we met on time at 10 am in the train station, 11-4 with lars, sophi and kamal. We had a citysighting through which we had an over view about main place like alexnder1 among others.
During the week we had a comprehensive overview about learning theories and cultural learning. The set of theories has helped us understand better our teaching situation and the sort of patterns we more or less belong to. This included for instance behaviourism, cognitivisim and sociconstructivism.

week one reflection

evry one in the world should believe as well as in finland that education is a key factor for human and social succss.
Students are the first level customrs 'labour market' so this program from the first week has enabled us at the beginning to undewrtsand the pedagogy in our vocational teaching such as strategies of cognition and epestimology, technology and social affectivness.
Also we found out that this program would develop our personalities and collebrativve learning by dividing us into many groups as teams for instance to implement and practce learning and training.

Clssroom Shadowing 1 BTL

This obseervation was about  startegy and modeling in buisness administeration. As a tutors we extchanged information about each other the tutor and me. First the tutor invisted the students to interduce themeselves and they did. The lesson  began by demonestrating the content through slides or PP and threw a few questions so to activate their background knowledge. various interesting social appliactions were used like you tub though a number of studnets were passive and busy with their mobiles which reflwected that they were much interested. The tuto role was in this situation a but a bit passive where she could have been more enaged by motivating them to be counciopus.
The sudents were group  per strategy models as case studiy so they prsent what they have been given in canvans fill-in report aftere they were given handouts.
It was quiet clear that the students oin general intentioal to the tutor when the lesson discussed. The time spent on the lesson was good so had time management. It is obvious that the group work was good so they were active and coolabertaive so helped the studnets were all in general enaged in the learning process.