Notes From Islamic Education Workshop Training on Planning and Assessment

7/28/2019 Notes From Islamic Education Workshop Training on Planning and Assessment

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Session 1:Vision for the Delivery of Islamic Education

Defining what we do: Changing the

way our children learn and how weteach Islamic Education


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Expectations of the KHDAtowards a viable

Islamic Education Syllabus


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Aims of

IslamicValues:

1- Worship

2- Kindness

3- Morals

Revelation:

1- Quran

2 - Sunnah

IslamicRules andManners:

1- Shariah

2-Ethics

RationalFaith:1- Faith

2- CommonSense

Life

of

the HolyProphet:

1-Prophetsexample

2- ExtendedBiographies

Themes in the Current KHDA document


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Expectations of KHDA towards IslamicCitizenship Education in the Syllabus

Civic Education

Culture & Language Circles of Influence

Humans and

Creation Humanity Cooperation &

Coexistence Care for the Environment


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Defining Islamic Education

Body Mind Soul IslamicEducation

Hadith Jibraeel speaks about:(a) Enabling the individual to engage in practical Islam through

knowledge of how to achieve the following in their lives:(1) Shahaadah, (2) Salaat (3) Zakaat (4) Sawm and (5) Hajj insome other traditions there is a (6) Jihaad

(a) Developing understanding of the significance of the followingbelief s to their lives: (1) Allah (2) Angels (3) Books(4) Messengers and Prophets (5) the Last Day and (6) Fate

(a) Moulding their hearts, conscience, consciousness and souls

through developing Emotional Intelligence skills (Al-Ihsaan)


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Islamic Education is:

That process of enabling and empoweringindividuals with the knowledge to practiceIslam on their own as well as in their communities; develop their understanding of their beliefs and how that relates to the world around them and mould their hearts and

minds to empathise with the plight of others.


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Islamic Education is:

That process of enabling and empoweringindividuals with the knowledge to practiceIslam on their own as well as in their communities; develop their understanding of their beliefs and how that relates to the world around them and equip them a set of social

and life skills to interact with others.


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Outcomes of Islamic Education

Knowledge,Kinaesthetic, Spiritual

IntelligenceEmpowerment Acting

Communicative,Logical, Rational

IntelligenceSkills Thinking

Emotional,Inter/Intrapersonal

Character IntelligenceEmpathy Feeling


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Everything our children do we must ask

Can they create a model of it?

Can they evaluate each part and itsconnections?

Can they break it down into its variousparts

Can they apply the knowledge?

Do they understand it?

Can they remember it?

Criticise and formulate newknowledge and information

Facts and Definitions

Source and reference information

Compare and contrast points of view

Research and discuss a range of opinion

Discuss and examine evidence andarguments


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The Flipped Ladder: How much time do we spend on each skill at the moment?

create

Can they evaluate it?

Can they analyse it?

Can they apply it ?

Can they explain it?

Can they remember it?


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Example from the Islamic (A) Syllabus( )

( )

-.- .

- .-

.-

.-

.- .-

.-

.

- .- .

- -

.- .

- :- ( ):15 :


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How well does the NC target skills?Example from the Islamic (B) Syllabus

These are the types of questions found at the end of Unit A,Chapter 1, Book 4 I love Islam: (Faith in Prophets and Messengers), Page: A7

Lesson Review:

1) Why did Allah send Prophets?2) How many Prophets names are mentioned in the Quran? 3) Name ten Prophet. And name three messengers.4) What is the Arabic word for Prophet?5) What is the Arabic word for Messenger?

Activity Time:Choose a Prophet and Summarise his story.Who was he sent to? Why was he sent?


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The Flipped Ladder: Where we should be aiming at?

Can they create it?

Can they evaluate it?

Can they analyse it?

Can they apply ?

Can they

explain it?Remember


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Teaching & Learning MethodologyDefinitions

Sourcingconcept or

practice

Explanationof concept or

practiceApplication Evaluation Synthesis

Describe, Explain

Reading &Identifying

themes fromNusoos

Separating factfrom opinion,

Interprets

Arabic Recitation,Illustrations and

Outlines

Introduction toTheory of

Knowledge inIslam

Develop a plan of action or discussan aspect of thelearning process

Describe,Explain, Apply

Extracting ,describing &

explaining themesfrom Nusoos

Describe, analysepractices and

explain conceptsTeaches, Role-

Plays, Organises

Developing use of al-Ahkaam al-

Khams

Role play anddemonstrate right

from wrongprocesses

Apply, Analyse,Evaluate

Sourcing ,analysing and

applying evidencefrom texts

Analyse, justify &

apply concepts orpractices

Debates, Problem

Solves, Defends,Translates

Interpretation of other peoples

written work andideas

Report, give

verdict & makerecomations

KS 2 (Prep: yrs 5-6)

KS 3 (Junior Sch: yrs 7-9)

KS 4 (Senior Sch: yrs 10-11)

Match, ListRecognise

Listening to andreading Nusoos

Who, When,Where, Why,What & How

Art, Role-play,Storytelling &

Nasheed

Discuss rightand wrongscenarios

Record and ordemonstrate

achievement :

KS 1 (Infants & Pre-Prep: yrs1-4)


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Breaking down the NationalCurriculum into a working syllabus

Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b

Faith Biographies Ritualworship

SocialStudies /Citizenship

PersonalEthics

QuranicReadingDevelopment


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What should we be Assessing at this stage?

Understanding

Create

Evaluation

Analysis

Application

Explanation

Remembering

ConsistentValues

Receiving

Responding

Valuing

AlteringBehaviour

Emotional

Intelligence

Transfer

Collaboration

Communication

Informationliteracy

Reflection

Thinking

Skills

Organisation

Seyar

Quran

Akhlaaq

Al-Muwaatanah

Fiqh

Knowledge

Imaan


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Tick-Box Aid to cover Key Skills when Setting Questions(with Arabic)


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Tick-Box Aid to cover Key Skills when Setting Questions(with English)


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Changing the ways our children learnand how we teach them

Passive Teacher reads

Teacher solves problems

Teacher is at the centre of learning

Active and InteractiveChildren reads and researches,their peers and teachers givesupport

Children are guided to ways of solving the problems they face

The resources available tothem is at the centre of their

learning and they set aboutproblem solving and creating.Teacher discusses what theylearnt, correct misunderstandings ; deepenlearning and emphasise values

The resource book thenbecomes a means to an end and not the end in itself ...


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How is Progress and Attainment defined by the KDHA?

What can we do as teachers to make sure we are trackingpupils progress and attainment?

Session 2:Monitoring and Recording Progress and Attainment


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The KHDA asks us to consider the following when we look atAttainment:

students knowledge, skills and understanding in all keysubjects;

the suitability of the criteria we use for measuringattainment;

the gaps, if any, that exist in students knowledge,understanding and skills; how well do our internal assessments compare with

international expectations such as TIMSS, PIRLS and PISA; the proportion of students in each grade and/or phase that

attain levels that are below , in-line, above and well above expectations; emerging trends regarding students overall attainment ; attainment of Emirati students .

Source: Self Evaluation: A Resource for Schools in Dubai


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The KHDA asks us to consider the following when we look atProgress:

the accuracy of our view of all students starting points ; the gains made by individuals and groups in their

knowledge, skills and understanding across all aspectsof each subject , for example, the four aspects of

language; the proportion of students in each grade/phase that

make unsatisfactory, acceptable, good or outstanding progress from their starting points;

the measurement used to quantify this progress; progress of Emirati students ; progress of students with Special Educational Needs

(SEN) using the DSIB definition (Handbook 2011-2012.)

Source: Self Evaluation: A Resource for Schools in Dubai


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What can we do to meet the KHDAexpectations

Attainment

KUSA

Descriptors

Internal

Assessments

DataCollection

Progress

Baselinetests

Trackprogress

Improved

Criteria

Collect Dataon SEN

Documents

Notes From Islamic Education Workshop Training on Planning and Assessment