Islamic Studies Curriculum East Meets West Presented by Dr - PowerPoint PPT Presentation

Loading...

PPT – Islamic Studies Curriculum East Meets West Presented by Dr PowerPoint presentation | free to download - id: 3b3f3b-MmNhY



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Islamic Studies Curriculum East Meets West Presented by Dr

Description:

Islamic Studies Curriculum East Meets West Presented by Dr Aisha Sherazi, Principal Abraar School ISNA Education Forum 2006 Considerations Many texts available on the ... – PowerPoint PPT presentation

Number of Views:297
Avg rating:3.0/5.0
Slides: 55
Provided by: isnaNetDo
Learn more at: http://www.isna.net
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Islamic Studies Curriculum East Meets West Presented by Dr


1
Islamic Studies Curriculum East Meets West
  • Presented by Dr Aisha Sherazi, Principal Abraar
    School
  • ISNA Education Forum 2006

2
Considerations
  • Many texts available on the market
  • Islamic Schools have some constraints
  • Cost
  • Appeal
  • Style
  • Level

3
Other Constraints
  • National curriculum
  • Growing in size
  • Uses hands-on activities
  • Takes into account learning styles
  • Allows for Integration in an Assessable way
  • Islamic Studies Teacher
  • Usually very respected
  • Can be very traditional in approach
  • Presents material in a disjointed fashion

4
Lets look at an example of Integration
5
Ancient Egypt Social Studies Project
  • How can we integrate effectively?
  • BRAINSTORM
  • ART
  • LANGUAGE ARTS
  • MATH
  • SCIENCE

6
Integration
  • Allows students to see bigger picture
  • Allows students to apply Islam to all aspects of
    their lives
  • Allows teachers to assess for more than one
    subject at a time
  • Allows teachers to save effectively on
    instructional time

7
How Does This Apply to Islamic Studies?
  • Good teachers do it already!
  • but they cant assess it!
  • because it is not part of their curriculum
  • Children
  • getting many different facts
  • but they are all broken into different parts
  • no opportunity to reassemble facts

8
Our Islamic Studies Curriculum
  • Curriculum Developers
  • Do you speak the language teachers will
    understand?
  • Ontario Curriculum
  • Spiral curriculum
  • Clear expectations
  • Clear assessment guidelines
  • http//www.edu.gov.on.ca/eng/curriculum/

9
Our Islamic Studies Curriculum
  • Has Three Elements
  • Believing
  • Knowledge Base
  • Doing
  • Active Learning Part
  • Sharing
  • Dawa Part

10
BELIEVING
  • REQUIRED KNOWLEDGE BASE
  • Given through
  • Role Modeling
  • Use of Literature
  • Fiction (stories, poetry etc.)
  • Non-fiction (Quran, Hadith, Encyclopedias, etc.)

11
DOING
  • THE ACTIVE PART OF LEARNING
  • Application of knowledge Base through
  • Activities
  • Hands-on
  • Example Allah the All-Knowing, Whats in the
    box? Adjectives
  • Research/ Exploration (Internet)
  • Example Muslims in Canada, How many in each
    province? Provinces in Canada
  • Writing (Journal, fiction, non-fiction)

12
SHARING
  • THE DAWA PART
  • Connecting and building bridges
  • Inviting guest speakers, and guest listeners
  • Rallying the spirit of the Muslim community and
    the community at large
  • Reinforcing what has been learned
  • Connecting what has been learned with the real
    world

13
Topics
14
Seera
  • Believing
  • Knowledge Transfer
  • Prophet Muhammad (pbuh)
  • His childhood
  • Expand on his time in the desert
  • Talk about his visit to Yathrib
  • How thoughtful he was as a boy
  • His marriage to Khadija (ra)
  • His leadership and strength of character
  • The revelation at the cave of Hira near the
    Mountain of Light (stress of the importance of
    the phrase READ! In the cave)


15
Doing 
REFLECTION
  • Get students to build a small cave in the corner
    of the classroom. From time to time, each child
    gets a turn to go and have thinking time in the
    cave.
  • Ask them
  • What is it like in the cave?
  • Is it dark?
  • How do you feel when you go there?
  • What do you think about when you are there?

16
Curriculum Connections
  • Integrating

Proper
NOUNS
PUNCTUATION
USING NEGATIVES
Improper
LANGUAGE ARTS
ADJECTIVES
RETELL A STORY IN PROPER SEQUENCE
PHONICS
17
Sharing
  • Design a magazine that shows different getaway
    places, where people could go and think and
    contemplate, like a travel brochure.
  • Provide pictures and photos from magazines to
    enable the students to produce their own.
  • Share the magazine with other grades in a
    presentation, so that other students benefit from
    the ideas.

18
Prophets (Prophet Shuayb (as))
  • Believing
  • Brainstorm with students about Prophet Shuayb
    (as).
  • Do they know who he was?
  • Knowledge transfer
  • That Prophet Shuayb (as) was sent to the people
    of Madyan
  • That it was a rich place, located on a trade
    route
  • They were prosperous people
  • But they were not nice people to deal with
  • They were dishonest
  • They used to look for easy and quick profits
    through cheating
  • Whenever they measured or weighed an item to
    sell, they overestimated it and charged the buyer
    more than it was worth
  • But when they bought something themselves, they
    underestimated it in order to pay less than its
    worth
  • People felt unsafe when passing through because
    they made them pay money or they would take over
    their caravans

19
Prophets (Prophet Shuayb (as))
  • Believing (continued)
  • Prophet Shuayb told the people of Madyan
  • to worship Allah and have no other God than Him
  • to be more honest and to pay or charge the
    correct amount of money for goods, but they did
    not listen
  • that a little lawful halal profit is better than
    lots of haram or unlawful goods
  • not to disturb passengers travelling through the
    town
  • Most did not listen and called him crazy!
  • They dared him to drop a piece of the sky on
    their heads
  • But some did listen, and Allah saved them
  • For the rest of them, for seven days there was
    extremely hot weather. The wind stopped blowing,
    it felt like there was no air to breathe!
  • Then Allah sent a huge cloud, they thought that
    they would go under the shade
  • But instead of giving them shade, huge blazes of
    fire rained down on them
  • Allah finally sent an earthquake that shook the
    earth beneath them, and made them drop to the
    ground on their knees
  • They were taken into the ground and never seen
    again

20
Curriculum Connections
  • Integration

RETELL A STORY IN PROPER SEQUENCE
LANGUAGE ARTS
CHARACTERS
INFORMATION AND IDEAS
21
Doing 
BUILDING
  • Have students design a stable structure and then
    place the structure on a base board, then get
    students to shake the board to mimic earthquake
    conditions.
  • Reflect with them on the aspects of movement, as
    well as the stability of their structure.
  • Is there any structure that is stable enough to
    withstand Allah swt?
  • Do they think they could build something that
    could withstand an earthquake?

22
Doing 
  • Get them to research what structural design
    features man has come up with to try and
    withstand the possibilities of earthquakes.
  • Have the students measure items accurately.
  • First let them estimate, then let them weight
    and measure items (hand out small cards with
    different low weights on them)..
  • Have them weigh out candy, or some other item
    that they desire for each other.
  • Make sure they are hungry when they are doing it!
  • Tell them they get to eat the amount that is
    written on cards
  • Ask them how they would feel if their partner had
    cheated them out of what was being weighed.

23
Curriculum Connections
MATH MEASUREMENT
ESTIMATE
COMPARE AND ORDER
MEASURE
24
Curriculum Connections
SCIENCE
DESIGN
STRUCTURES
FORCES AND MOVEMENT
STABILITY
BUILD
INDIRECT MOTION
DIRECT MOTION
25
Sharing
CHARITY
  • Students may fundraise for victims of
    earthquakes.
  • They may also invite speakers who have witnessed
    or have an expert understanding of earthquakes
    (e.g. speaker from the Science Museum, or local
    university, writer/ author).

26
Curriculum Connections
LANGUAGE ARTS
LISTEN
DISCUSS
SELECT
SPEAK
TECHNICAL LANGUAGE
27
Ibadat Meaning of Al Taharat and Wudu
  • Believing
  • Knowledge Transfer
  • Students should know the importance of keeping
    clean
  • That At-Taharah means cleanliness and purity and
    is very important in the life of a muslim
  • That the Prophet (pbuh) was very careful about
    keeping his body and teeth clean
  • That the Prophet (pbuh) said, At Tahuru
    Shatrul-Iman (Taharah is half of faith)
  • That wudu is performed before prayer

28
Ibadat Meaning of Al Taharat and Wudu
  • Believing
  • Knowledge Transfer (continued)
  • How wudu is performed
  • That a full bath/ shower where all of you gets
    wet is called Ghusl
  • That Salah (prayer) is not accepted without
    proper personal cleanliness and wudu
  • The Prophet told us Whoever goes for Jumaa
    prayer should take a bath (Ghusl)
  • The Prophet used to keep his mouth clean with
    miswak (today people use toothbrushes), it
    pleases Allah
  • It is sunnah to keep the finger nails short and
    clean
  • A good Muslim always looks nice and smells clean
  • The story about Hasan and Hussein teaching the
    old man wudu

29
Doing 
  • Having discussed with students the importance of
    keeping clean, and read various materials with
    them, get students to make a CHECKLIST of all the
    things they should remember about keeping clean.
  • Am I clean? - Do I smell nice?
  • Are my teeth clean? - Are my hands and face
    clean?
  • Are my clothes clean, neat and tidy?
  • Will others want to spend time with me based on
    my appearance?
  • They should write a POEM, the first line should
    be Keeping clean is very good, the students
    should put the work up, and if possible read it
    aloud to younger grades.
  • Go through the steps of wudu, and then get
    students to make POSTERS for the different steps
    of wudu.
  • EXAMPLES

30
Curriculum Connections
LANGUAGE ARTS
PLAN
VISUAL ARTS
CREATE
31
Sharing
  • Place posters in the school washrooms for display
    purposes to help remind them and others about how
    to make wudu.
  • Students should go home and clean up their room,
    or help around the house in cleaning without
    being asked. They should be asked to keep it a
    surprise for their parents. When they come in
    the following day, they should be given time to
    talk about the reaction of their parents.
  • They should also initiate a school clean up,
    where they are responsible for keeping the school
    clean during the day. Groups should be assigned
    areas that they are responsible for, and they
    should check it routinely throughout the day.

32
Curriculum Connections
LANGUAGE ARTS
LISTEN
RULES OF CONVERSATION
RETELL
33
Iman The Five Pillars of Islam
  • Believing
  • Knowledge Transfer Students should know
  • La Illaha IlAllah, Muhamadu-Rasool Allah means
    There is No God but Allah, and Mohamed is the
    Messenger of Allah
  • That Allah is One
  • He has no partners
  • He has no children
  • He has no parents

34
Iman The Five Pillars of Islam
  • Believing (continued)
  • He is the Creator
  • He created everything
  • Nothing created Him
  • Created things need to eat and sleep, but Allah
    needs nothing
  • Created things die, Allah has no beginning and no
    end and He cannot die
  • People made statues and worshipped them, but we
    do not do that, we worship only Allah, we cannot
    see Him, but we know He is always there
  • He is The All Seer
  • The numerous references in the Quran that deal
    with this topic
  • for example al-Baqarah 2/255, al-Furqan 25/58,
    al-Hadid 57/3, al-An'am 6/59, at-Talaq 65/12,
    ash-Shura 42/11, al-Mu'minun 23/91-92)

35
Doing 
HANDS ON
  • Get students to put their hands in a box full of
    things, but they should not be able to see what
    is inside the box.
  • Before removing an item, they should DESCRIBE it.
    When they remove the article, they should
    describe it using ADJECTIVES again.
  • REFLECT with students what it is like to have
    limited vision. Ask them, does Allah know what
    is in the box? Does He see what is inside the
    box? How does He know? How does He see?

36
Sharing
  • Students should prepare a play or presentation
    for the school on Allah and His All Knowing, All
    Seeing qualities.

37
Curriculum Connections
LANGUAGE ARTS
ADJECTIVES
LINKING WORDS
EXPRESS IDEAS
GESTURE, TONE OF VOICE
SPEECH
VOCABULARY
38
The Muslim World Muslims in Canada Part 2 
  • Believing
  • Knowledge Transfer
  • Muslims Today in Canada
  • Students will take part is a research project
    that looks at the contributions of Canadian
    Muslims to Canadian Society
  • Considerations
  • Statistics on how many Muslims there are in
    Canada
  • Statistics on how many Muslims there are per
    province
  • How many Muslims are involved in government
    (Federal and Provincial) at any level?
  • How Muslims contribute to Canada and make their
    mark as Muslims in general?
  • Pictures/ photos of Muslim gatherings in Canada
  • Pictures/ photos of mosques in Canada

39
Doing 
  • Students should contact different Muslim
    organisations in Canada.
  • They should request information about the
    organisation.
  • They should write them letters to thank them for
    the contribution.
  • Students can then compile the information and
    make a Muslims in Canada Binder. It could even
    be hardbound in a book format.

40
Curriculum Connections
LANGUAGE ARTS
Media Works
Communicate
EDIT/ PROOFREAD
SOCIAL STUDIES
REVISE
WRITE
41
Sharing
CITIZENSHIP
  • Students should write to the Public Library and
    ask them if they are interested in displaying it
    for a while.
  • They should invite their local MP in to the
    school to give a presentation on the
    contributions of Muslims in Canada.

42
Companions
  • Believing
  • Knowledge Transfer
  • Students should know that
  • Abu Bakr was a wealthy merchant and respected
    citizen in Mecca
  • He was a good friend of the Prophet Muhammad
    (pbuh)
  • When the prophet first received the revelation,
    Abu Bakr was the first person after Khadija to
    accept Islam. He did not even think about it, he
    accepted it straight away, without question
  • He helped use his wealth for good by freeing
    slaves
  • When the Muslims went through hardships, Abu Bakr
    faced them too, he did not lose faith
  • When there were less than forty Muslims in the
    early days of Islam, Abu Bakr was beaten very
    badly when he went to the Kaba. He only cared
    about the Prophet and did not care for himself.
    He only relaxed when he heard the prophet was
    alright

43
Companions
  • Believing
  • Knowledge Transfer continued
  • Students should know that
  • When Abu Bakr heard that they would migrate to
    Madinah he replied, Together! Together! to the
    prophet, the prophet replied that they would
    indeed go together. Abu Bakr (ra) burst into
    tears of joy, he was so happy to go with the
    prophet
  • When the prophet was asking the Muslims to give
    what they could to help the Muslims, Abu Bakr
    gave everything he had, all his money and
    everything in his house. The Prophet asked him
    if he had left anything for his wife and
    children, he replied, Only Allah and His
    messenger
  • Abu Bakr was elected the first caliph (leader)
    after the prophet passed away

44
Doing 
  • Reflect with students about the topic of
    friendship. What is friendship? What does it
    mean to be a true friend? Who is their best
    friend?
  • Prophet Mohamed (pbuh) said None of you is a
    true believer until and unless he loves for his
    fellow men what he loves for himself. (Hadith)
  • Students should work with teacher on making a
    list of traits that friends should have.

45
Doing 
  • Examples are
  • HONESTY SENSE OF HUMOR
  • LOYALTY ABILITIES
  • RESPECTFULNESS INTERESTS
  • KINDNESS TALKATIVE
  • SYMPATHETIC TRUSTWORTHY
  • PATIENT GENEROUS
  • INTELLIGENT
  • They should then be given a list of the words.
    The teacher will read out the word. They should
    find it in their list of words. When they find
    it, they should give that trait a number from
    1-3, 1 being less important, 3 being more
    important.

46
Doing 
  • Students should write their name on the paper,
    and their score, and then pop it into a box that
    the teacher should place at the front of the
    class. To make it easy for the teacher, he/she
    should have a separate box for each word. This
    way you will not have to sort through all the
    words randomly!
  • The teacher should collect the words from each
    box.
  • The teacher can sort through the words at a later
    stage and see how many students were able to read
    the words from hearing them (using phonics).

47
Doing 
  • The teacher should then write down what the
    scores were for each word. The teacher should
    work on making a chart with the class to see
    which friendship traits were more important to
    the students
  • Teacher should reflect on the concept of Muslims
    and our relationships with each other. In Islam
    fellow Muslims are referred to as their brothers
    and sisters. How does Allah want us to see each
    other?
  • What is the difference between a friend and a
    brother? Or a friend and a sister?

48
Doing 
  • Make a chart with students comparing friends on
    one side and brothers/ sisters on the other side.
  • The list should look something like this
  • Friends Brothers/ Sisters Help each other Help
    each other Should share Have to share even if
    they dont want to sometimes! Care for each other
    Care so much for each other Cooperate Have to
    cooperate or it makes life difficult for everyone
    Mostly live apart Mostly live together Etc.
  • Reflect with students about equality, that all
    humans are created equal in the eyes of Allah.

49
Doing 
  • Quran says The noblest of you, in the sight of
    God, is the best in conduct. (4913)
  • Our behaviour makes us good or bad in His eyes.
    Reflect how this makes us united as Muslims.
  • Help them see Islamic ways to prove this, for
    example, when we pray, we all pray side by side,
    the rich stand with the poor, the strong with the
    weak. When we go for Hajj, we wear Ihram so that
    even our clothing is equal for that important
    ibadat.
  • Get students to keep a friendship log book, where
    they give themselves check marks when they
    displayed good friendship traits, and good
    brotherly/ sisterly behaviour. Teacher should
    look over them each week at random to encourage
    the students.

50
Sharing 
  • Students should have the following goals for the
    term. Explain to them that they have to think of
    innovative ways to be able to express the sharing
    of their friendship.
  • List some examples. (Teacher should remind
    students. They should write about it in their
    journals when they have done the tasks)
  • 1. Share appreciation Show someone how much
    you appreciate them
  • 2. Share time Volunteer time for projects that
    benefit others in your community, country, and
    world. Can they think of ways to do this? Even
    in Grade 1?
  • 3. Share knowledge and ideas Tell someone
    about a great book that you read so they can
    benefit from it too. Teach a new concept or idea
    that you've learned.
  • 4. Share kindness Perform a random act of
    kindness for someone a smile, compliment, or a
    favour just for fun. These will multiply and
    spread very rapidly!

51
Sharing 
  • The students should try and draw, or take photos
    to describe the ideas they had, Here is a photo
    of me sharing a book with a friend, Here is a
    photo of me sharing my project with the class
    etc.
  • When they have achieved their goals, they should
    research with the help of their parents, or an
    older sibling how Abu Bakr displayed these traits
    in his life.

52
A Change of Approach
  • Isnt it better we teach our children to reflect?
  • Isnt it better that our students learn
  • A few good things?
  • Rather than
  • Many facts that they cannot implement?

53
Summary
  • This approach allows students to get a bigger
    picture of their studies and the world around
    them
  • They link Islam with Citizenship
  • Islam is no longer detached and separate
  • Homeroom Teachers spend the most time with
    students, and hence have most flexibility in
    teaching
  • Teachers save on Instructional Time, and get more
    of their curriculum covered through use of
    Integration

54
Jazak Allah Khair for listening
About PowerShow.com