MAIN ACTIVITIES - MoRCE-Net
Transcript of MAIN ACTIVITIES - MoRCE-Net
MoRCE-Net 6th National Conference-Marrakech 2019
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MoRCE-Net
Moroccan Resource Centers of English
Network (MoRCE-Net) is a network
whose main interests revolve around
implementing learner-centered
activities and creating professional
collaboration and development
opportunities. It is a platform for joining
efforts among teachers, educational
professionals and institutions interested
in creating resource centers and English
clubs.
HISTORY
Created in Agadir on December
13th, 2011
Organised its first national
conference in 2013.
Has regularly organised its annual
conference.
Launched the 100 Resource Centers
Project across the country.
Purshased its headquarters in Agadir
in 2016.
Published its first student magazine
in 2014.
Published a teachers’ magazine in
2016. MISSION
Contributing to the improvement of
teaching and learning English in
Morocco.
Supporting the orientations of the
Ministry of National Education
and implementing its programs
relating to teaching and learning
English and contributing to
school life activities.
Creating spaces for cooperation,
exchanging educational resources
and sharing experiences and
expertise related to the teaching
and learning of English.
Offering opportunities for life-
long professional development to
teachers of English.
Encouraging educational research
and production of pedagogical
materials in the field of teaching
and learning English.
Setting up favorable
environments for students to learn
English independently and
actively.
Creating opportunities for
collaboration with partners
sharing the same objectives in
Morocco and abroad.
MAIN ACTIVITIES
Organizing a national annual
conference.
MoRCE-Net study days.
Creating resource centers and
English clubs.
Providing pedagogical support
for ERCs and English
language clubs.
Organizing ERCs festivals,
exhibitions, poster sessions
and contests for learners of
English.
Organizing language camps
for students.
Organizing in-service training
programs for teachers.
PUBLICATIONS
Newsletters
Students’ magazine
Teachers’ magazine
Resource centers magazine
Online resources
Pedagogical documents
Moroccan Resource Centers of English Network ⴰⵥⵟⵟⴰ ⴰⵎⵖⵔⵉⴱⵉ ⵉ ⵡⴰⵎⵎⴰⵙⵙⵏ ⵏ ⵉⵎⴰⵙⵙⵏ ⵉⵙⴳⵯⵎⴰⵏⵏ ⵏ ⵜⵓⵜⵍⴰⵢⵜ
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MoRCE-Net 6th National Conference
Theme
Reflections on Current Practices in
English Language Teaching
Date: 21-23 January, 2019
Venue: Marrakech, Morocco
INTRODUCTION
A brief overview of the programs of our previous national conferences, study days or workshops
(samples of these are available on our website: www.morcenet.org) can testify to the variety and
wide scope of the themes tackled over the last seven years. These range from general issues relating
to professional or personal (mainly learner) development, language skills (mainly reading) to more
focused aspects such as English clubs or mobile applications. After consulting with colleagues,
friends and members, there seemed to be a general consensus that it is high time we opted for a
pause or a moment for reflection on our teaching profession as EFL instructors. The choice of such
a broad-type of theme for our next national conference will also hopefully provide an opportunity
for a wider-range audience of participants and speakers from various spheres to take part in this
"reflection session". The 2015-2030 Strategic Vision referred to in the next paragraph is just another
impetus for us all to think deeply over the existing adopted approaches and methodologies in order
to ensure a more successful launch for the reform.
RATIONALE
The Strategic Vision 2015-2030 for the Reform of the Moroccan Educational System currently
under implementation stipulates that the mastery of foreign languages has a pivotal role as a means
of communication and interaction with the society of knowledge and also as a means for fostering
openness, emancipation and cultural understanding. The strategic vision therefore suggests a
number of measures to be undertaken to achieve language learning quality. Some of these measures
are related to the teaching of English as a foreign language and they include the following:
A thorough reconsideration of foreign languages curricula and syllabi.
The adoption of innovative approaches and methodologies to ensure the mastery of foreign
languages at an early age.
The introduction of the teaching of the English language starting the fourth grade in primary
schools.
The use of English as a medium of instruction to teach some content and modules in high schools.
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Hence, this conference will look into the actual status of the English language learning and teaching
in Moroccan schools. It will reflect deeply on the current approaches, methodologies and practices,
and debate extensively on their impact on teaching and learning quality . The conference will also
address the pros and cons of the new language reform as proposed by the Strategic Vision issued
by the Higher Council for Education and Training.
OBJECTIVES
The conference aims to:
strengthen relationships within the Moroccan ELT community.
explore current and innovative practices in English Language Teaching/Learning.
reflect on the current challenges in the field of ELT/ELL.
provide a platform for sharing experiences on best practices.
Train teachers in implementing innovative teaching methodologies.
SUB-THEMES (but not limited to)
Reflections on the current teaching methodologies.
Teaching English to young learners
English as a Medium of Instruction
Promoting the use of ICT for teaching and learning.
Creating and sharing supplementary resources.
Identifying the impact of extra-curricular activities on learning quality.
CONFERENCE COMPONENTS
20-minute papers
60-minute workshops
Panel discussions
Round tables
Poster sessions
Book exhibitions
PROPOSAL & PAPER SUBMISSION
Speakers can submit their proposals using our online speakers’ form
Abstract submission deadline Dec 25th, 2018.
Abstract reviewing results: Jan 05th , 2019.
PARTICIPANTS(about 120)
The participants are mainly English language teachers and the coordinators of English Language
Clubs (ELCs) and English Resource Centers (ERCs) from different Moroccan regions; and also
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teachers willing to create and launch new clubs and resource centers.
PARTICIPATION FEES
Participants can submit their application through our online participants’ form. The application
submission deadline is January 10th, 2019.
The participation fees:
MoRCE-Net membership card: 100 MAD (all categories combined).
For residents: 800 MAD full board, lodging (double rooms) and participation fees. (Please expect
an extra 400 MAD for single room).
For non-residents: 300 MAD for breaks and participation fees.
CONFERENCE VENUE
Zalagh Kasbah Hotel & SPA (4*)
Address: Avenue Mohammed VI, 40000 Marrakech, Morocco.
Website: www.zalaghhotelkasbah.com
ORGANISING COMMITTEE
Abdellatif Zoubair, [email protected] 06 66 92 59 08
Mustapha Yassini, [email protected] 06 62 23 38 08
Brahim Imioussaka, [email protected] 06 66 55 14 11
Salaheddine belaassal, [email protected] 06 30 63 33 01
Saadia Bourja, [email protected] 06 62 78 47 27
More information will be available on MoRCE-Net website, www.morcenet.org , and our
Facebook group, accessible from the same site.
Email address :[email protected]
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DAY ONE
Monday, January 21, 2019
13:00- 16:00 Check-in and registration
17:00-17:30 Opening notes and orientation
17:30-18:00 Reception
18:00-18:10 Inaugural Address: Margit SZESZTAY, IATEFL president (2016- 2018).
18:10-18:30
Keynote speech: “Reflections on Over Three Decades of English Language
Teaching in Morocco”, Abdelmajid BOUZIANE, Professor of Education at the
Faculty of Letters and Humanities Ben M'Sik, Hassan II University of Casablanca.
18:30-18:50
Paper 1: “Effective Integration of Technology in Teaching: SAMR Model As A
Guiding Framework”, Mohamed KHARBACH, Doctoral Candidate and Research
Assistant in Mount Saint Vincent University, Halifax, Canada.
18:50-19:10 Paper 2: “Effective Teaching and Reflective Teaching: Let's Strike a Balance”,
Khalid MOUJTAHID, ELT supervisor, Chichaoua, Marrakech and Elhaouz.
19:10-19:30 Paper 3: “Developing Empathy”, Nik PEACHEY, Freelance trainer, Writer,
Course designer, Conference speaker and Learning Technology consultant, UK.
19:30 -19:50 Discussion
20:00 Dinner
DAY TWO
Tuesday, January 22, 2019
07:30-08:30 Breakfast
08:50-09:00 Update and Announcements
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09:00-09:20
Paper 4: “Evaluating the Contribution of the Sheltered Instruction
Observation Protocol (SIOP) Model as a Prominent Teaching Method that
guarantees the ELLs’ success”, Mustapha BOUGHOULID, EFL Teacher and
Mentor, Chichaoua.
09:20-09:40
Paper 5: “Reflective Teaching: Sharing the Agadir ELT Community
Experience”, Abdellatif ZOUBAIR, Regional ELT Supervisor, Souss Massa
Academy.
09:40-10:00
Paper 6: “Creating Cloud Platforms for ERCs: a Practical Procedure”,
Mohammed HIDDAS, Professor of EFL Teaching and Learning at Moulay Ismail
University, ENS, Meknes.
10:00-10:20 Paper 7: “Developing Effective School Leaders”, Simon COWTON, School
Adviser, North Yorkshire, England.
10:20-10:40 Discussion
10:40-11:20 Break
11:30-12:30
Workshop 1: “Digital Storytelling, a Meaningful 21st Century Tool to Create
and Share Student-Contributed Content”, Abdeljallal EL HARIRI, EFL Teacher,
Agadir.
Workshop 2: “Information Communication Technology in favor of the
Universal Design for Learning”, Sanaa LAMTARA, Teacher trainer, CRMEF,
Casablanca.
Workshop 3: “Making the Most of Digital Resources to Enhance your
Students' Competencies”, Abdelmajid BOUZIANE, Professor of Education at the
Faculty of Letters and Humanities Ben M'Sik, Hassan II University of Casablanca.
12:30-13:30
Workshop 4: “Service Learning”, Hassan AIT MAN, EFL Teacher at Sidi Ou Sidi
High School, Taroudant.
Workshop 5: “How to Settle and Manage an Online ERC: a step-by-step
implementation”, Mohammed Hiddas, Professor of EFL Teaching and Learning at
Moulay Ismail University, ENS, Meknes.
Workshop 6: “Startalk: a Bilingual and Bicultural Program”, Mohammed
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LOUTFI, EFL Teacher, Ksar Lekbir.
13:30-14:00 Poster session
14:30 Lunch
Afternoon Free
19:30 Dinner
DAY THREE
Wednesday, January 23, 2019
07:30-08:30 Breakfast
08:50-09:00 Update and Announcements
09:00-09:20 Paper 8: “Insights into The Japanese Educational System”, Yassmine
MANSOUR, Centre of International Education, Kobe University, Japan.
09:20-09:40 Paper 9: Vers un Modèle d'Intégration Pédagogique Efficace du Numérique
dans les Pratiques Enseignantes , Moulay M'hammed DRISSI, CNFIE, Rabat.
09:40-10:00
Paper 10: “Incorporating Social and Emotional Learning into Classroom
Instruction”, Amina AGHRIS, EFL teacher, Doctoral Student at Mohammed V
University, Rabat.
10:00-10:20
Paper 11: “Role of Observation in Teacher Professional Development”,
Mohammed ERRIHANI, Associate Professor of English and Linguistics at Purdue
University Northwest, USA.
10:20-10:35 Discussion
10:40-11:40
Workshop 7: “The Flipped Learning Model in the Moroccan EFL Classroom:
To flip or not to flip?”, Mohsine WAHIB, EFL Teacher and Phonetics and
Phonology lecturer at Ibn Zohr University, Agadir.
Workshop 8: “Flipgrid: an Innovative Tool in English Language Teaching and
Learning”, Mbarek AKADDAR, ELT Teacher and ICT Trainer, Beni Mellal.
Workshop 9: “Integration of QR Codes in ETL Instruction”, Mohamed
ELOUARDI, ELT Teacher, Al-Majd High School, Inzegane Ait Melloul.
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11:00-12:00 General assembly
12:30-13:00 Evaluation and closing ceremony
14:00 Lunch and checkout
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PAPERS and WORKSHOPS
PAPERS
Keynote speech: Abdelmajid BOUZIANE, Professor of Education at the Faculty of Letters and Humanities
Ben M'Sik, Hassan II University of Casablanca
Title: Reflections on Over Three Decades of English Language Teaching in Morocco
Abstract: This paper reflects on the practices of more than three decades of English language
teaching (ELT) in Morocco. It starts with the history of ELT which shifted from unity to diversity.
Such diversity is mainly brought by the private schools (and language centres) which have boosted
English provisions. The diversity is also incarnated in the accumulation of practices over years and
especially through textbooks and the Internet. However, three practices are to change for ELT to
become more promising in Morocco: (1) assessment which has remained almost unchanged, (2) the
TENOR (Teaching English for no Obvious Reasons; Abbot, 1978) phenomenon at all levels, and
(3) democratising ELT to become less elitist.
Bio data: Abdelmajid BOUZIANE is a professor of education at the Faculty of Letters and
Humanities Ben M'Sik, Hassan II University of Casablanca. He specialises in research on learning
and teaching (foreign) languages. He has published widely on EFL in journals and books in
Morocco and elsewhere. He is particularly interested in EFL, ICT in education, teachers'
associations, research methods and quality in (higher) education. He has been a MATE
member since the early eighties. He has been involved in teacher training both in Morocco and in
other countries. He is the editor of ELTeCS (English Language Teaching Contacts Scheme) Africa
and the Middle East Newsletter.
Paper 1: Mohamed KHARBACH, Doctoral Candidate and Research Assistant in Mount Saint Vincent
University, Halifax, Canada.
Title: Effective Integration of Technology in Teaching: SAMR Model as a Guiding Framework.
Abstract: Technology and more specifically digital web technologies are making huge inroads in
education. They are radically transforming the way we learn and teach. From on-the-go mobile
forms of learning to immersive augmented reality experiences, these technologies are opening new
learning horizons that were to the recent past unheard of. However, a transformative integration of
technology in teaching goes beyond the mere substitution of old-school pedagogies with the new
emerging digital tools, it is rather based on an informed and pedagogically sound approach that
views technology as an end to a desired set of learning outcomes. The purpose of this presentation
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is to explain and provide you with a working model known by the acronym SAMR (Substitution,
Augmentation, Modification, Redefinition) developed by Dr Ruben Puentedura, to help you gauge
your digital practices in class and assist you in making the best of technology in your instruction.
Bio data: Mohamed KHARBACH is a doctoral candidate and research assistant in Mount Saint
Vincent University in Halifax, Canada. My doctoral research centres on the analysis of media
discourse of radicalized groups, ISIS as a case study. My research interests include: critical
discourse analysis, critical pedagogy, critical theory, visual research methodologies, and emerging
literacies. I am also the editor of the blog Educational Technology and Mobile Learning.
Paper 2: Khalid MOUJTAHID, ELT Supervisor, Chichaoua, Marrakech and Elhaouz.
Title: Effective Teaching and Reflective Teaching: Let's Strike a Balance
Abstract: Effective teaching can be gauged by the actual gains in learners' performance, a teaching
that leads to students' achievement. Many models and frameworks (kyriakidis 2013, Danielson
2007) attempted to describe the core elements of effective teaching. When assessing teacher quality,
recurrent components are shed light on namely, content/pedagogical knowledge, quality of
instruction, classroom climate, classroom management, teacher beliefs and professional behaviour
(coe et al. 2014). Teacher evaluation mainly rests on observing such components in teaching
practices. Nonetheless, the teaching profession is of such a complexity that it is unlikely to capture
the essence of which in discrete principles or standards. Teaching is an art as well where the teacher
brings his personal self intellectually, physically and emotionally to the classroom realm. Indeed, a
teacher is entitled to reflect on his performance in order to refine it. This presentation seeks to share
a vision about teaching that incorporates research-based teaching skills and bottom-up sustaining
professional development strategies. Distinguishing the concept of teacher as an effective/reflective
professional from the view of a passive practitioner or a mere technician.
Bio data: Khalid MOUJTAHID is a supervisor who has worked in three directorates so far,
Chichaoua, Marrakech and Elhaouz. He had worked as an Efl teacher in different villages and cities
including Tinghir, Tamanar, Mejjat, Asni, and Marrakech. His interests include didactic research,
discourse analysis, translation, and theatre.
Paper 3: Nik PEACHEY, Freelance trainer, Writer, Course designer, Conference speaker and
Learning Technology consultant, UK.
Title: Developing Empathy
Abstract: In a recent webinar that I delivered for the British Council on Emotional Intelligence and
Coaching, I introduced the concept of Empathy Mapping. This caused quite a stir and many people
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were quite excited by the prospect of having a tool that enabled the development of empathy. The
process of empathy mapping was originally designed to help companies understand the needs of
their customers, but can very easily be adapted to the teaching and training classroom to help us
better understand the people we are working with, their pains and their motivation.
Bio data: Nik PEACHEY is a freelance trainer, writer, course designer, conference speaker and
learning technology consultant. He has been involved in education since 1990 and has lived and
worked all over the world. He is a two-time British Council Innovations Award Winner and the Co
- founder of PeacheyPublications.com. You can find his blog
at: https://quickshout.blogspot.co.uk/ and his curation sites at: http://www.scoop.it/t/tools-for-
learners and http://www.scoop.it/t/learning-technology He also publishes a twice monthly Learning
Technology and ELT newsletter at: https://tinyletter.com/technogogy/
Paper 4: Mr Mustapha BOUGHOULID, EFL teacher and Mentor, Chichaoua.
Title: Evaluating the Contribution of the Sheltered Instruction Observation Protocol (SIOP) Model
as a Prominent Teaching Method that Guarantees the ELLs’ success.
Abstract: The increase in the needs of the English language learners (ELLs) in terms of
achievement and proficiency urged educators to call for new teaching strategies that sound more
adequate and appropriate. The Sheltered Instruction Observation Protocol (SIOP) Model emerged
as a world-wide prominent teaching method that guarantees the ELLs’ success when it has to do
with the understanding of content and language learning. Morocco is no exception because the
implementation of the SIOP Model has proven in different areas in the world its adequacy in helping
ELLs achieve proficiency. This experimental research was implemented in an urban school which
is known for its diversification. The findings reported after the adoption of the SIOP Model as a
teaching approach showed that it is a reliable and adequate teaching method in terms of content and
language proficiency. The use of wh-questions as key indicators to measure the learners capacity of
understanding and responding correctly throughout the experimentation phase showed the
superiority of the ELLs in the SIOP classes in contrast to learners in the mainstream classes. This
superiority was embodied in terms of the high scores obtained in providing correct answers in a
short time.
Bio data: Mustapha BOUGHOULID is an EFL / ESL teacher. Holder of two Master degrees:
1. (2018) Master of Linguistics and Advanced English Studies, Cadi Ayyad University, Marrakech,
Morocco.
2. (2015) Master of Education : Curriculum & Instruction, Concordia University, Portland, Oregon,
USA.
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3. Fulbright Alumni with a teaching certificate from The University of Delaware, (USA) on the
theme: “The Techniques of Teaching in an EFL Classroom”.
4. (2010-2012) Obtained three online teaching certificates from The University of Oregon (USA)
“Access Teacher Development Online Program: Speaking, listening and pronunciation
skills”
“Critical Thinking for English Language Teaching (ELT) Curriculum”
“Methods: Project-Based Learning”.
He is also a member of the MoRCE-Net national board, ex-coordinator of ACCESS program and
the actual coordinator of ERC in Chichaoua.
Paper 5: Abdellatif ZOUBAIR, Regional ELT Supervisor, Souss Massa Academy.
Title: Reflection on Practice: Sharing the Agadir ELT Community Experience
Abstract: Numerous studies have attested to the essential role of reflective teaching in promoting
teacher professional development. Participants will be informed about the outcomes of the reflective
teaching experience conducted over the last few months in different secondary schools in my Agadir
supervisory area. One of the observation tools designed by Agadir teachers will also be put forward
and discussed. Time permitting, the audience will be invited to share their own similar experiences.
Bio data: Abdellatif ZOUBAIR is currently serving as the regional coordinating ELT supervisor in
the Souss Academy. In addition to his supervisory work, he had worked for fifteen years as head of
the Academy test-design team. Abdellatif Zoubair had taught courses at the English department at
Ibn Zohr University and served as TEFL methodology trainer for US Peace Corps. He conducted
translation work for Royal Air Maroc and Mohamed Sixth Foundation for Environmental
Protection.
Paper 6: Mr Mohammed HIDDAS, Mohammed HIDDAS, Professor of EFL Teaching and Learning at
Moulay Ismail University, ENS, Meknes.
Title: Creating Cloud Platforms for ERCs: a Practical Procedure
Abstract: The present paper is concerned with the implementation of virtualization and digitization
of English Resource Centers (ERCs) and/or any educational classes. As I mentioned it in MoRCE-
Net 5th Annual Conference via a screencast projection, this involves a partial or total migration from
restrictive physical localities to spacious online platforms. Two major benefits lie behind that: (1)
to help ERC students and teachers overcome the constraints of place, time and transportation and
(2) allow language learners develop their skills at higher rates, each according to their own
preferences and personal circumstances. Accordingly, this presentation provides a generic
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procedural view on how to create and manage those online platforms. This would actually give
access to airy spaces that can host learners and teachers together with all their materials and
activities under neatly more comfortable conditions. For more practical and technical details, a
workshop will eventually be provided as a follow-up session to this introductory presentation.
Bio data: Mohammed HIDDAS is Professor of EFL Teaching and Learning at Moulay Ismail
University, ENS, Meknes, Morocco. His main interests are applied linguistics, ESL/EFL learning
and teaching, translation, intercultural communication and ICT for educational purposes.
Paper 7: Simon Cowton, School Adviser, North Yorkshire, England.
Title: Developing Effective School Leaders
Abstract: This presentation will give an overview and outline of a structured programme called the
Middle Leader Development Programme, which aims to equip the professional learner with a deeper
understanding of the impact of their role as a leader. Accompanied by an experienced mentor,
participants combine academic and theoretical research with focused planning and school-based
action research to link their own personal and professional development to school improvement.
The main objectives are for participants to develop their understanding of the levers that drive
school improvement, to develop strategies to manage others and build an effective team, to know
how to plan and evaluate school-based improvement initiatives, and to build their confidence to
challenge poor performance and to demonstrate the impact of their leadership across the school.
Bio data: Following a 16 year language teaching career in English Secondary schools, I became a
school improvement adviser for North Yorkshire from 2002-2015. I led the introduction of teaching
French as a foreign language to all children in the County's 330 Primary schools, worked with school
leadership teams to improve teaching and learning, set up and supported numerous autonomous
teacher learning communities and developed and led the programmes for developing leadership in
secondary schools. From 2008 to 2010 I also had the privilege to work on joint projects with
Moroccan schools, supported by the British Council. Since 2015 I have worked as an independent
school improvement professional and am delighted to have the opportunity to work with the
Moroccan teachers of English once again.
Paper 8: Yassmine MANSOUR, Centre of International Education, Kobe University Japan
Title: Education in Japan
Abstract: This is a presentation that aims to introduce the Japanese educational system. I tried to
collect all information I have seen first hand and others that I have researched to give the audience
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an insight into a great country's successful experience. Hopefully, This presentation will also be
motivating to all of us to learn from the Japanese example.
Bio data: Yassmine Mansour is a teacher of English in Aljoulane High School, Biougra, Chtouka
Ait Baha. She is currently on a teacher training program scholarship in Japan provided by the
Japanese Ministry of Education, Culture, Sports, Science and Technology.
Paper 9: Moulay M'hammed DRISSI, CNFIE, Rabat.
Title: Vers un modèle d'intégration pédagogique efficace du numérique dans les pratiques
enseignantes.
Abstract: Plusieurs études ont montré que l’usage des technologies de l’Information et de la
Communication (TIC) en contexte d’éducation et de formation impacte positivement
l’apprentissage. Les spécialistes des TICE ne cessent de mettre en avant un récit dithyrambique
assez convaincant pour raccorder l’université aux diktats du revirement paradigmatique du XXIème
siècle. Toutefois, cette euphorie technologique ne doit pas servir de paravent à une série de critiques
partagées par la communauté scientifique. En contexte marocain, les exigences impulsées par
l’avancée de la technologie, surtout dans sa dernière version tactile et mobile et les efforts déployés
dans l’implémentation du numérique éducatif, nous incitent à revisiter nos pratiques pédagogiques,
à repenser la structuration du tandem centre de formation/Etablissement d’enseignement-
apprentissage, à orchestrer des dynamiques, des flux et des transferts, à favoriser la constitution
d’équipes pluridisciplinaires, à valoriser les expériences innovantes et à élaborer des programmes
et des contenus flexibles et intégrateurs, et à doter les enseignants de compétences
technopédagogiques qui répondent aux exigences du 21ième siècle. Notre communication propose
un modèle d’intégration pédagogique du numérique. Il a été élaboré à partir d’une analyse
synthétique des différents modèles conçus dans le domaine de l’éducation et la formation. Son
objectif principal est d’expliquer profondément l’étape de l’« utilisation pédagogique » des TIC. Il
met en évidence la concordance entre les niveaux d’apprentissage de l’apprenant, les compétences
visées, les outils et ressources numériques adéquats pour les activités de chaque niveau et les
méthodes pédagogiques à mettre en application.
Bio data: Moulay M'hammed DRISSI est Professeur de l’Enseignement Supérieur en Technologies
de l’Information et de la Communication dans l’Enseignement (TICE) et formateur au centre de
formation des inspecteurs de l’enseignement dans le domaine des technologies éducatives à Rabat
(Maroc). Président de l’observatoire de la formation et la recherche en TICE. Titulaire d’un doctorat
en TIC et didactique des disciplines, d’un master en TIC et pédagogie universitaire de l’université
Hassan II – Mohammedia et d’un Master « Ingénierie des Médias pour l’éducation (Université de
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Poitiers France), il a travaillé dans le programme de généralisation des TIC dans l’enseignement
(GENIE) au ministère de l’éducation nationale au Maroc sur la mise en place de la stratégie TICE
et dans l’ingénierie de formation en TICE basée sur le référentiel TIC de l’UNESCO (2008).
Passionné par les TIC et leur intégration dans l’éducation, il a participé à plusieurs projets dans ce
domaine notamment en France, en Allemagne, en Espagne et en Corée du sud. Il a aussi encadré le
stage des étudiants Master EUROMIME ayant travaillé sur la conception des dispositifs e-Learning
(au Maroc et en France). Coordonnateur du réseau Télécentres-Maroc, il a collaboré dans les projets
« TIC et développement » avec l’agence allemande pour le développement (GIZ) dans
l’accompagnement de plusieurs associations au Maroc dans le montage de projets et dans la
communication intégrant les TIC. Il a aussi travaillé avec l’UNICEF et l’UNESCO dans plusieurs
projets. Il a ainsi participé à plusieurs rencontres dans ce domaine en Egypte, Tunisie, Jordanie,
France, Espagne, Roumanie et en Allemagne.
Paper 10: Amina AGHRIS, EFL teacher, Doctoral Student at Mohammed V University, Rabat.
Title: Incorporating Social and Emotional Learning into Classroom Instruction
Abstract: There is growing evidence that social and emotional learning result in improved
academic achievement, reduced behaviour problems, and emotional health and well-being. Thus,
teachers need to target the social and emotional aspects of learning by integrating teaching practices
that promote social and emotional learning competencies. The purpose of this paper is to address
the importance of targeting the social and emotional aspects of learning, outline social and
emotional learning core competencies, and present teaching practices that promote social and
emotional learning competencies.
Bio data: Amina AGHRIS is a Doctoral Student at Mohammed V University, Faculty of Letters
and Human Sciences, Rabat. She is a high school teacher of English. She graduated from the
Regional Center for the Professions of Education and Training, Rabat in July 2013. She obtained
her Master’s Degree in Applied Language Studies and Research in Higher Education from Dhar
Mahraz, Sidi Mohamed Ben Abdellah University, Fez in 2012. In 2010, she got her BA in English
Studies from Mohammed V University, Rabat. She has attended several conferences, seminars and
study days on language education related issues, and has participated as a speaker in many events.
Her research interests include English Language Teaching and Learning, Learner Centeredness,
Critical Thinking, Social and Emotional Learning, and Research in Higher Education.
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Paper 11: Mr Mohammed ERRIHANI, Associate Professor of English and Linguistics at Purdue
University Northwest, USA.
Title: Role of Observation in Teacher Professional Development
Abstract: Observation plays an important role in the professional development of teachers and the
health and well-being of the program or the school. The aim of observation should be to promote
reflection, innovation, and development rather than add to teacher anxiety and fear of being
criticized or disparaged. The goal of this presentation is to discuss ways supervisor and teacher can
think of observation as an opportunity for growth and development and a chance to discuss and
share effective teaching practices that can lead to teacher confidence and maximize student success.
The presentation will also discuss how peer observation can be another effective tool for promoting
teacher reflection and growth in the field of language teaching and learning.
Bio data: Mohammed ERRIHANI is an associate professor of English and Linguistics at Purdue
University Northwest, where he also founded and directed the ESL program from 2006 to 2016. He
has also taught at the University of Illinois at Chicago, Al-Akhawayn University in Ifrane, Morocco,
and Al-Azhar University in Cairo, Egypt where he was a senior fellow in 2011-2012. He has
presented and published on language policy in Morocco and language teaching and learning and
continues to research and write especially on language policy in education in Morocco and North
Africa. He is currently a Fulbright Scholar at Chouaib Doukkali University in El Jadida, Morocco,
where he is teaching applied linguistics and research methods. Mohammed Errihani holds a
Bachelor’s Degree in English from the University of Fez, a Master’s degree in Applied Linguistics
and a Ph.D. in English and Rhetoric from the University of Illinois at Chicago.
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WORKSHOPS
Workshop 1: Abdeljallal EL HARIRI, EFL teacher in Ibn Maja High School, Agadir, Morocco.
Title: Digital Storytelling, a Meaningful 21st Century Tool to Create and Share Student-Contributed
Content.
Abstract: Digital storytelling has emerged as one of the most powerful and efficient 21st century
tools. It has maximized engagement for both teachers and students and promoted autonomous
learning through hands-on projects. In this workshop, we will be using the ‘Dramatic Arc’ to
explore, assemble and present a digital story in accordance with the Project-Based Learning
approach.
Bio data: Abdeljallal EL HARIRI has been teaching English for 25 years. H first discovered the
importance of cross-cultural dialogue during his first year of work thanks to a paper and pencil
correspondence mini project between Hiawatha High School (Kansas) and Atlas High School
(Tafraout). Since then, he has always taken part in the global collaboration programs that promote
meaningful dialogue. In September 2015 he co-chaperoned the first group of students who took part
in the pilot in-person Moroccan American exchange. In 2016, he co-facilitated 'My Identity, your
Identity' global project. Currently, he is a PBL Master trainer within the iEARN (International
Education and Resource Network) and a Chris Stevens Youth Network project facilitator. He is also
a member in the Ibn Maja MoRCE-Net Club and a counsellor in Tiddoukla Association for the
Moroccan American Cooperation. Along with Kathy Bosiak, an environment teacher and activist
from North Carolina, he is currently co-facilitating ‘Be Kind Don’t Leave Them Behind’ global
project. The aim is to meet United Nations Sustainable Development Goals that would help to close
the divide between the ‘have’ and the ‘have nots’ worldwide.
Workshop 2: Sana LAMTARA, teacher trainer, CRMEF, Casablanca.
Title: Information Communication Technology in favour of the Universal Design for Learning
Abstract: Learning is a unique experience which occurs according to learners’ preferences, learning
styles and intelligences. These different styles of learning have been examined in various theoretical
models like the Kolb learning style model, the Fleming’s VARK model and the Dunn and Dunn
learning style model. In addition to the different learning styles, Gardner refers to a set of multiple
intelligences which characterize individuals in different degrees. As a result, instruction is tailored
according to variance among learners in order to provide them with meaningful learning
experiences. Unlike differentiation which provides accommodation after the diagnosis of learners’
needs, Universal Design for Learning (UDL) addresses learners’ needs from the onset in order to
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provide them with multiple means of representation, multiple means of expression and multiple
means of action and engagement. These UDL principles are a guiding framework for educational
practices as they maximize learning opportunities for learners. The present paper examines how
various Web 2.0 applications and services enhance the four principles of UDL. It has been found
that technology allows content to be presented in multiple ways in order to respond to different
learning profiles. It also varies means of action and expression for learners with respect to their
abilities and pace of learning. As for students’ engagement, which is the third UDL principle,
technology increases students’ motivation as it provides them with various means of engagement.
Since technology is an important aspect in the implementation of UDL, the present paper suggests
a number of technology options which make it easier to customize learning. The aim is to introduce
innovation in teaching, which responds to learners’ various needs and which promotes ICT best
practices.
Bio data: Since 2015, a teacher trainer in le Centre Régional des Métiers de l’Education et de la
Formation (CRMEF). In charge of 3 modules: management of teaching and learning, Information
Communication Technology integration in teaching and educational research methodology.
Workshop 3: Abdelmajid BOUZIANE, Abdelmajid BOUZIANE, Professor of Education at the
Faculty of Letters and Humanities Ben M'Sik, Hassan II University of Casablanca.
Title: Making the Most of Digital Resources to Enhance your Students
Abstract: This workshop guides the participants to make great use of digital resources in order to
enhance their students' competencies. It starts with listing the features of online supplementary
materials which can complement the face-to-face input. Then it describes the pedagogical practices
on three platforms that are free: Google Classroom, Edmodo and Moodle. The workshop features a
tour of both Google Classroom and Moodle.
Bio data: Abdelmajid BOUZIANE is a professor of education at the Faculty of Letters and
Humanities Ben M'Sik, Hassan II University of Casablanca. He specialises in research on learning
and teaching (foreign) languages. He has published widely on EFL in journals and books in
Morocco and elsewhere. He is particularly interested in EFL, ICT in education, teachers'
associations, research methods and quality in (higher) education. He has been a MATE
member since the early eighties. He has been involved in teacher training both in Morocco and in
other countries. He is the editor of ELTeCS (English Language Teaching Contacts Scheme) Africa
and the Middle East Newsletter.
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Workshop 4: Mr Hassan AIT MAN, Hassan AIT MAN, EFL teacher at Sidi Ou Sidi High School,
Taroudant.
Title: Service Learning
Abstract: Service Learning combines community service with classroom instruction, focusing on
critical and reflective thinking as well as personal and civic responsibility.
Bio data: Mr Hassan AIT MAN is EFL teacher at SIDI OU SIDI HIGH SCHOOL in Taroudant.
He has been teaching English for about 20 years now. Mr AIT MAN is 2011 ILEP Alumnus. He
spent his internship in NKU university, USA. He has been involved in many educational projects.
His school, together with 14 other schools in the SMD Academy, won the ISA award for their
participation in The CONNECTING CLASROOM PROJECT of which he is the school coordinator.
He is also ERC coordinator in his school. Mr AIT MAN has also hosted TGC American teacher
exchange program in his school. Besides, he is actively involved in a global partnership program
with MARSHAL University, USA. Mr AIT MAN has recently got a certificate of achievement from
Oregon University for his completion of an online course at IEI Institute. Mr AIT MAN has
published his first novel entitled “My NAME IS AMINE! “
Workshop 5: Mohammed Hiddas, Professor of EFL Teaching and Learning at Moulay Ismail University,
ENS, Meknes.
Title: How to Settle and Manage an Online ERC: a Step-by-step Implementation
Abstract: This workshop covers a series of practical steps that are required to set up and manage a
cloud teaching and learning workspace. It is intended to illustrate how to (1) create a workspace
online as an administrator, (2) invite students to join the virtual platform and become members
within the classroom of a resource center or school, (3) feed the created workspace with the
materials and utilities needed (e-books and any type of digital documents), (4) allot a special section
for students to speak out their ideas and boost their creativity (a segment for digital magazines,
portfolios, posters, etc.), (5) attribute or deny some special permissions to a group member (helping
the administrator, editing or modifying content, etc.) and (6) interact with the members of the
workspace collectively or individually; which would benefit both teachers and students from vital
educational activities like giving assignments, receiving answers and providing feed-back.
Bio data: Mohammed HIDDAS is Professor of EFL Teaching and Learning at Moulay Ismail
University, ENS, Meknes, Morocco. His main interests are applied linguistics, ESL/EFL learning
and teaching, translation, intercultural communication and ICT for educational purposes.
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Workshop 6: Mohammed LOUTFI, EFL teacher, Ksar Lekbir.
Title: Startalk: a Bilingual and Bicultural Program
Abstract: STARTALK is a federally funded program launched as a new component of the National
Security Language Initiative (NSLI) announced by former President Bush in January 2006 to
increase the number of Americans learning and speaking foreign languages, and to provide students
at all levels of education with an opportunity to learn the foreign languages of their choice. It is also
designed to offer teachers of foreign languages creative teaching strategies to exemplify best
practices in language education and in professional development. NSLI seeks to expand the teaching
of strategically important languages in the United States. Languages taught under the STARTALK
program include Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, and
Urdu. As part of STARTALK, students have opportunities to communicate with native speakers
either in their country or abroad. Here lies the kind of cooperation that The Inbiaath Association has
with some American Universities: The Pennsylvania State University (2013 – 2016), Virginia
Military Institute (2017 – 2018), and Oxford College of Emory University (2019). It’s based on
Skype Connections in which American and Moroccan students exchange ideas on certain topics that
they have had preparation before with their teachers.
Bio data: Mohammed LOUTFI is a high school teacher. He graduated from the faculty of letters
Sidi Mohammed Ben Abdellah University – Fes in 1984 and then the FSE Rabat in 1985.In 2005 -
2006, he participated in the Fulbright Teacher Exchange Program and so he is a Fulbright alumnus.
He used to be a member of the pedagogical teams in El-Jadida Directorate (1990 – 1994) and
Larache Directorate (2000 – 2017). He coordinated MoRCE-Net Access program in Ksar Lekbir
(2013 – 2016). He is a member of MoRCE-Net national board and Vice- President of the Inbiaath
Association for Development and Education in Ksar Lekbir (Head of Cultural Activities Committee
and STARTALK Supervisor). He founded a Resource Center in Ouled Frej in 1987 and then in
Azemmour in 1990. He supervised the English Language Club and the MoRCE-Net Resource Club
in Mohammadia High School till 2017.
Workshop 7: Mohsine WAHIB, EFL High School Instructor in Ait Melloul and Phonetics and
Phonology lecturer at Ibn Zohr University, Agadir.
Title: The Flipped Learning Model in the Moroccan EFL Classroom: To flip or not to flip?
Abstract: Recently, the use of information communication technology for foreign language
teaching has expanded rapidly. The e-generation is surrounded by a digital culture which has an
effect on the way this generation learns. One of the most modern educational trends to enter this
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digital revolution is the “flipped classroom” (Bergmann & Sams, 2012). This trend plainly
designates a teaching method where the teacher inverts the order of instruction by offering a lecture
via video for students to view at home and then follows up by providing activities in the classroom.
Recent research has shown that this approach had a great success in different classrooms. Yet, there
are no real academic published studies that prove the efficacy of this method in our Moroccan EFL
classrooms. The central tenet of this article is that active learning and students’ motivation, as
embodied in flipped classrooms model, are highly effective instructional principles. The Phonology
course was taught using the inverted model. Quantitative data were gathered in a follow-up survey
to reveal students’ perceptions towards their learning experience. As a result, a number of inspiring
reasons were thoroughly drawn and methodically analysed to be real advocates for the flipped
Phonology classroom model.
Bio data: Mohsine WAHIB is an EFL high school instructor in Ait Melloul and Phonetics and
Phonology lecturer at Ibn Zohr University in Agadir. He is a doctoral researcher working on the
development of EFL teaching practices using the flipped learning model. He is also a member of
the organizing committee of the annual international conference on education quality ICEQ.
Workshop 8: Mbarek Akaddar, ELT teacher and ICT trainer, Beni Mellal.
Title: Flipgrid: an Innovative Tool in English Language Teaching and Learning
Abstract: The theory of multi- intelligences and the diversity of learning strategies and styles
among digital natives require from teachers to diversify their teaching approaches, methodologies
and tools. One of the outstanding platforms which promotes social learning is Flipgrid. This free
online tools offers great opportunities for teachers in general and teachers of English in particular
to introduce innovative practices in the teaching and learning process in their classrooms. When
teachers create grids on different subjects and they invite students to participate, comment and
interact, they encourage them to develop soft skills related to self-esteem, self-confidence and public
speaking. In addition to this, they practice their English and improve their listening and speaking
skills. My presentation is an introduction to the potentials of Flipgrid as a powerful social learning
platform promotes innovation and creativity for individual participants in addition to encouraging
interaction collaboration and team-work among classrooms from different corners of the world on
the other hand through the newly added feature “gridpals”.
Bio data:
English Language Teacher for 30 years.
Certified Microsoft Educator.
Certified National Geographic Educator.
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Certified Flipgrid Ambassador.
Microsoft Innovative Education Master Trainer.
Electronic Village Online Coordinator.
TESOL Professional Development Council Member.
Workshop 9: Mohamed ELOUARDI, ELT teacher, Al-Majd High School, Inzegane Ait Melloul.
Title: The Integration of QR Codes in ETL Instruction
Abstract: As mobile learning has become more widespread, it has actually provided numerous
effective ways to power mobile tools in the classroom, among which are ‘QR codes’. The aim of
this workshop is to introduce the concept of QR codes to the Moroccan ELT community and share
some of its applications in education in general and ELT in particular for the purpose of finding
meaningful uses of new technologies, and thus enhancing English language teaching and learning
in Morocco.
Bio data: Mohamed ELOUARDI is a high school ELT instructor, researcher in Applied Linguistics
and ESP practitioner in engineering higher institutions. He is interested in Integrating ICT in
teaching, ESP, Connecting Classrooms in addition to professional development.