Introduction to the program<\/p>\n
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Everyone realizes that academic excellence is science and art, that students at all stages of education need to know and master the study skills, those skills they acquired and learned during their previous academic stages, by trying and wrong at times, or imitating others and guiding teachers and parents at other times, and it is amazing to know that the percentage of students who master the arts and skills of study and recall is very low.”<\/p>\n
Through this training portfolio, we seek to provide participants with knowledge frameworks, expertise, skills and effective tools that contribute to raising their efficiency and effectiveness in the field of educational achievement in order to achieve excellence for them and achieve them high productivity, Here we study the personality patterns of the learner and the extent to which his cognitive preferences affect his academic excellence as we define effective learning strategies compatible with modern learning theories, Here we offer you the results of expert experience in the field of education and learning, Here you will learn how to learn it is a real opportunity for excellence not only for students in the stages of study, learning is an ongoing and unfinished process and his skills are basic skills of life.<\/p>\n
Regular study based on sound skills to remember, Provides one of the pleasures of life, Which is the constant accumulation of information, Which gives the learner the pleasure of learning more about the things and topics he cares about, And this information in turn will grow his self confidence It helps him feel proud of his achievement of various collection tasks.<\/p>\n
We prepare this training bag as an essential bag because of its basic skills in the field of achievement and academic excellence, It provides participants with life skills in general and skills of excellence in its field of academic excellence.<\/p>\n
This training portfolio aims to train students and students in general and university education and all those wishing to acquire learning skills and academic excellence, parents, teachers, educators and trainers.<\/p>\n
This training bag works to provide a comprehensive knowledge perception of learning and its patterns, This bag is not limited to this presentation, Rather, it goes beyond it to practical experiences from actual practices from our training and educational expertise that we transfer to participants in the training program.<\/p>\n
This experience provided by this training bag coincides with the directions of the Foundation for Success Skills for Human Development, which takes care of the synergy of the theoretical and applied aspects in the context of practical training finds a place in theoretical thinking and practice in the classroom. And in light of this trend, The skills of success look forward to providing a training bag in which participants find what they are weighing, and what they benefit from in their educational practices.<\/p>\n
We look forward to this training bag, and other than what we produce in success skills, An entry point for a broader and in-depth dialogue leading to the creation of interactive educational climates that lead to a shift in the educational process as a whole, And what is happening in the classroom in particular in its social context in all its dimensions.<\/p>\n
We have focused on success skills to be a fun and useful course and that is why in a real training operator in which the participant learns and practices active learning.<\/p>\n
This training program is the result of years of work in the field of student activities and ongoing practices in the training work environment in which we have tried to track the course of effective management tools capable of administrative change effectively and efficiently.<\/p>\n
Where this training bag works to provide a comprehensive knowledge vision of the skills of academic excellence, This bag is not limited to this presentation, Rather, it goes beyond it to practical experiences from actual practices from our training, management and consulting expertise that we transfer to participants in the training program.<\/p>\n
This experience provided by this training bag coincides with the directions of the Foundation for Success Skills for Human Development, which takes care of the synergy of the theoretical and practical aspects in the context of practical training that finds a place in theoretical thinking and practice in the training room. And in light of this trend, The skills of success for human development look forward to providing a training bag in which participants find what meets their training needs, and what they benefit from in their administrative practices.<\/p>\n
We look forward to this training bag, and other than what we produce in the skills of success for human development, An entry point for a broader and in-depth dialogue leading to the creation of interactive administrative climates that lead to a shift in the educational process as a whole, And what is going on in the training room in particular in its social framework in all its dimensions.<\/p>\n
We have focused on the skills of success for human development to be this bag starting to provide a fun and useful training program and therefore it is a real training operator in which the participant learns and practices in an active learning method that makes participants the focus of the training process.<\/p>\n
This training program is designed to be the prelude to its establishment for workers in the field of education in general and in the field of school activities management.<\/p>\n
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1 Provide a mosque or chapel close to the training hall and take into account that it is not far from the lounge more than 50 meters (in the case of women’s and men’s courses there must be separate worshippers) knowing that we stop with each adhan to pray and give the trainees a chance to prepare for prayer and perform it, provided that period does not exceed 20 minutes including a break and prayer.
\n2. There are suitable, clean toilets close to the lounge (in the case of women’s and men’s courses, there must be two water courses, one women and the other men’s, separate and close to the lounge).
\n3 The presence of parking for the trainees in a regular and suitable and safe manner and close to the training hall.
\n4 The presence of guidance boards for the program headquarters inside the headquarters bearing the name of the institution, the program, the trainer, the course headquarters, its date, the start time and the end.
\n5 The seating of trainees is coordinated in coordination with the trainer and requires that women’s seats be separated from men in accordance with our sharia, principles and values in the society in which the course is applied.
\nThe trainees sit either in the form of a letter (U) or the form of a letter (v) or in the form of circle workshops and the tables have the characteristic of modification and change and the chairs must be comfortable and moving and agree with the trainer on the appropriate position for the seating of the trainees, which guarantees their comfort and good in-kind communication between them and the coach and training aids and facilitates the movement of the trainer.
\n6 There must be good acoustics in the lounge and there is a mobile pocket pickup (wireless)
\n7 . A table is placed for the trainer’s tools, which are the computer, bags and training tools.
\n8 There must be a large display and a large paper blackboard.
\n9 The lounge management is coordinated that the annotation papers will be hung on the stand holder or the wall of the lounge.
\n10 The quality of the ventilation of the lounge and the ability to regenerate air in it are confirmed.
\n11 Lounge lighting should be good and white lighting will improve.
\n12 The lounge should not have distracting images or contrary to values or advertisements for others.
\n13. In courses where a television circle of men and women trainees takes into account the readiness of the TV circuit and that the sisters have two screens, one with a training show and the other a video presentation of the trainer and they have mobile microphones for the purpose of communication between the two halls.
\n14 Smoking inside the training hall is strictly prohibited.
\n15 Cleaners are assigned to organize and clean the lounge and arrange it and give its atmosphere before the start of the training program and during the break for the lounge or rest.
\n16 The lounge is ventilated by opening all the windows there one hour before the start of the training program to renew the air, energy and oxygen in the lounge as it is done periodically in each break.
\n17 Trainees’ notes and chairs are arranged and confirmed before the training program and during breaks.
\n18 The organizer and the management of the course prepare a card in the names of the trainees to be placed in front of each trainee to facilitate the acquaintance between the trainees and the trainer to know them.
\n19 The organizer prints cards for the trainees bearing the logo of the training authority and the logo of success skills and the name of the training program and attached to the chest of the trainer and is received from the secretariat of the course at the gate of the training hall and when the trainee exits outside the hall is delivered to the secretariat of the course to calculate the time of attendance of the trainee and to adjust the order and attendance in the course
\n20 The colors of the lounge d\u00e9cor are taken into account to be light and quiet.
\n21 Exclude all chairs that exceed the number of trainees in the lounge and this is taken into account periodically.
\n22 The trainer is placed in two high chairs so that the attendees can see the trainer during the applications and while sitting in the chair.
\n23 Take into account the presence of a printer in the training hall for the purpose of printing emergency training forms.
\n24 A reception table is placed next to the gate of the training hall from the outside and the secretariat of the course uses it to receive the trainees and coordinate attendance and departure and respond to inquiries<\/p>\n
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Training bag objectives:<\/span><\/p>\n First:<\/span> The general goal of the training bag<\/span> :<\/p>\n By the end of this training program, we expect that the participants have achieved the following results (God willing):<\/span><\/p>\n This training portfolio aims to develop knowledge, skills and expertise that effectively contribute to the personal growth of the learner, and to its continued growth as an open system of change and progress for life. It also aims to make this knowledge, skills and experience personal sources for the learner on which his orientation in life is based. It is a personal approach and a way of life to learn and deal, And upgrading. Second:<\/span> Detailed objectives<\/span> :<\/p>\n This training bag aims to give participants the following knowledge and skills:<\/span><\/p>\n 1.<\/span> Participants should learn about the concept of academic excellence skills. <\/p>\n <\/p>\n Knowledge and knowledge units included in the training bag:<\/span><\/p>\n Participants in this training program will learn the following knowledge and knowledge training units:<\/span><\/p>\n First training module:<\/span> self-stimulation skills<\/span> : Second training module:<\/span> self-learning skills<\/span> : Training Module 3:<\/span> Thinking Skills<\/span> : Training Module 4<\/span> : Reading Skills<\/span> : Training Module 5:<\/span> Writing Skills<\/span> : The sixth training module:<\/span> communication and learning skills in the classroom<\/span> : 7th Training Module:<\/span> Studying and Time Regulation<\/span> : 8th Training Module:<\/span> Exam Readiness Skills<\/span> : To order:<\/p>\n info@hakapetk.com<\/p>\n 00966 – whatsapp+Viber 0567518848 available <\/p>\n \n","protected":false},"excerpt":{"rendered":" Training bag: Skills of academic excellence<\/p>\n","protected":false},"featured_media":1083712,"comment_status":"open","ping_status":"closed","template":"","meta":[],"product_brand":[],"product_cat":[1997,1998,2016,1994,1995,2048,2000,2064],"product_tag":[2412],"class_list":{"0":"post-84326","1":"product","2":"type-product","3":"status-publish","4":"has-post-thumbnail","6":"product_cat-basic-education-training-material","7":"product_cat-behavioral-education-training-material","8":"product_cat-business","9":"product_cat-developing-skills-and-self-training-material","10":"product_cat-education-training-material","11":"product_cat-educational-activities-training-material","12":"product_cat-learning-and-education-difficulties","13":"product_cat-study-and-development-skills-training-material","14":"product_tag-training-bag-skills-of-academic-excellence","16":"first","17":"instock","18":"taxable","19":"shipping-taxable","20":"purchasable","21":"product-type-simple"},"meta_box":{"alaselh_alshaeah":[],"group_6kvi657gpto":[]},"_links":{"self":[{"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/product\/84326","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/product"}],"about":[{"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/types\/product"}],"replies":[{"embeddable":true,"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/comments?post=84326"}],"version-history":[{"count":0,"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/product\/84326\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/media\/1083712"}],"wp:attachment":[{"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/media?parent=84326"}],"wp:term":[{"taxonomy":"product_brand","embeddable":true,"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/product_brand?post=84326"},{"taxonomy":"product_cat","embeddable":true,"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/product_cat?post=84326"},{"taxonomy":"product_tag","embeddable":true,"href":"https:\/\/hakapetk.com\/en\/wp-json\/wp\/v2\/product_tag?post=84326"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nThrough this training portfolio, we strive to develop the knowledge, skills and trends of participants about academic achievement and work to give them the skills of academic excellence while adding new knowledge and skills to participants in the field of academic excellence by giving them effective strategies in the field of academic excellence and linking concepts to practical application efficiently.
\nMastering self-learning skills is thus an effective source of self-development, in its coverage of personal aspects and its employment in different areas of life.<\/p>\n
\n2.<\/span> Participants should learn about the model of academic excellence skills.
\n3.<\/span> Participants should learn about self-stimulating skills and techniques.
\n4.<\/span> Participants should learn about self-learning skills.
\n5.<\/span> Participants should learn about thinking skills and their strategicity.
\n6.<\/span> Participants should learn about effective reading skills.
\n7.<\/span> Participants should learn about active writing skills.
\n8.<\/span> To familiarate participants with the skills of communication and learning in the classroom.
\n9.<\/span> Participants should acquire some of the most important skills of studying and organizing time.
\n10.<\/span> Participants should acquire problem-solving and decision-making skills.
\n11.<\/span> Participants should learn the skills of preparing for the exam.
\n12.<\/span> Provide the participant with the knowledge and skills that help them achieve education.
\n13.<\/span> Motivate participants to redouble the scientific effort to achieve the desired results.
\n14.<\/span> Address negative restrictive concerns and beliefs about test periods.
\n15.<\/span> The student should have a positive relationship with the teacher.
\n16.<\/span> The student should master the skill of focusing and listening.
\n17.<\/span> The student should master the skill of taking notes.
\n18.<\/span> The student should motivate himself to increase the motivation of learning.
\n19. The student discovers his favorite learning style.
\n20.<\/span> The student should use effective means to install information.
\n21.<\/span> The student should specify the most important work he has to organize his time.
\n22.<\/span> The student should classify the courses according to the effective way to learn them.
\n23.<\/span> The student should learn the skill of writing summaries for courses.
\n24.<\/span> The student should set an easy schedule for studying the materials prior to the tests.
\n25.<\/span> The student should learn the skill of relaxing and calming in the test hall.
\n26.<\/span> The student should master the skill of dealing with the question sheet and how to answer it.
\n27.<\/span> The student should use smart means to answer questions that he does not remember answering.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> The<\/span> concept of skills of academic excellence.
\n\u2022<\/span> Model of skills of academic excellence.
\nThe<\/span> concept of stimulation.
\nThe<\/span> concept of motives.
\nComparison<\/span> of internal and external motives
\n\u2022<\/span> Link technology.
\n\u2022<\/span> Franchise Circle technology.
\n\u2022<\/span> New behavior generator technology.
\n\u2022<\/span> Area level technology.
\n\u2022<\/span> Technology to build a bright future.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> The<\/span> concept of self-learning.
\nThe<\/span> importance of self-learning.
\nSelf-learning<\/span> skills.
\n\u2022 A<\/span> strategic model of effective and integrated learning.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> Concepts of thinking skills.
\n\u2022<\/span> Focus.
\n\u2022<\/span> Critical thinking.
\nGenius<\/span> thinking.
\n\u2022<\/span> Conceptual maps of learning.
\nProblem<\/span> solving and decision-making skills:
\nThe<\/span> concept of the problem.
\nThe<\/span> concept of the decision.
\nThe<\/span> scientific model for solving problems.
\nHow to<\/span> deal with stress.
\nMaking<\/span> an adaptive decision.
\nOrganizing<\/span> large study projects.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> Reading concepts.
\n\u2022<\/span> Reading goals, Why are we reading?
\n\u2022<\/span> Reading problems and obstacles.
\nTypes<\/span> of reading, skills and functions.
\n\u2022<\/span> Reading methods.
\n\u2022<\/span> Ten Commandments for Reading Scanner.
\nAnalysis<\/span> of printed reading material.
\n\u2022<\/span> A way to study A.S.P.I.R.E.
\n\u2022<\/span> Five-step study reading system (SQ3R).
\n\u2022<\/span> Practical mentors for the development of reading skills for self-learning.
\n\u2022<\/span> Reading skills and strategy.
\n\u2022<\/span> Useful habits for review.
\n\u2022<\/span> Read difficult materials.
\n\u2022<\/span> Reading speed and absorption.
\n\u2022<\/span> Mark (emphasis and marking) in your scheduled book.
\n\u2022<\/span> How to read an article.
\n\u2022<\/span> Search for sources of information online.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> Concepts of writing skills.
\n\u2022<\/span> Analysis of writing skills.
\nNote-taking<\/span> skills.
\n\u2022<\/span> Summary and condensation skills.
\n\u2022<\/span> Writing and sweetening title and paragraph writing skills.
\nStudy<\/span> reporting skills.
\n\u2022<\/span> Writing lesson notes.
\nArticle<\/span> writing skills.
\nSkills<\/span> and ethics of quotation, reformulation and documentation.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> The concept of the classroom.
\n\u2022 The<\/span> concept of learning skills in the classroom.
\n\u2022 The<\/span> concept of communication skills in the classroom.
\n\u2022<\/span> Skills for active participation in classroom activities.
\n\u2022<\/span> Learning in class.
\n\u2022<\/span> Influence a teacher.
\n\u2022<\/span> Writing lesson notes.
\n\u2022<\/span> Participate in the quarterly debate.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> The concept of the classroom.
\n\u2022<\/span> Study and organize time.
\n\u2022<\/span> Avoid neglect learning learning.
\n\u2022<\/span> Make a list of tasks.
\nDeveloping<\/span> self-control skills.
\n\u2022<\/span> Priority management:
\nSetting goals<\/span> \/developing a program.
\nSetting goals<\/span> \/setting a timetable.
\nWriting and<\/span> setting priorities.
\nThe<\/span> table is in your school calendar.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> The<\/span> concept of exam and testing.
\n\u2022<\/span> Dealing with exam anxiety.
\n\u2022<\/span> Preparing for the exam.
\n\u2022<\/span> Guess the content of the exam.
\n\u2022<\/span> Intensive study.
\n\u2022<\/span> Means of review.
\n\u2022<\/span> Organize your time.
\n\u2022<\/span> Indexing method for studying.
\n\u2022<\/span> Emergency preparation for the exam.
\n\u2022<\/span> Examinations:
\nUseful alerts<\/span> when submitting the exam.
\nRight<\/span> and wrong exams.
\nMultiple options exams.<\/span>
\nOr<\/span> the essay exams.<\/p>\n
\n<\/b><\/i><\/u><\/p>\n