3. An Authentically Welcome to our Online Webinar
Islamic Learning
Environment
An Authentically Islamic
ONLINE WEBINAR
Learning Environment
www.islamicteachereducation.com
4. Dr. Nadeem Memon
Dr. Nadeem Memon is the Course
An Authentically Facilitator for the Islamic Teacher
Islamic Learning Education Program. He holds a Ph.D in
Environment
History and the Philosophy of Education
ONLINE WEBINAR
from OISE with a research focus on the
vision of Islamic schooling in North
America. He is also an Adjunct Professor
at OISE and the Faculty of Education at
Wilfrid Laurier University.
www.islamicteachereducation.com
6. An Authentically An Islamic Learning Environment
Islamic Learning
Environment
What’s different about an
ONLINE WEBINAR
Islamic School?
www.islamicteachereducation.com
7. An Authentically This school is no more than a public school…
Islamic Learning
Environment
With Muslims in it.
ONLINE WEBINAR
www.islamicteachereducation.com
8. An Authentically There is no doubt that there are elements of
Islamic Learning
Environment
Authentic Islamic
ONLINE WEBINAR
integration
www.islamicteachereducation.com
10. An Authentically The question remains, what exactly is an
Islamic Learning
Environment
Authentically Islamic learning
environment?
ONLINE WEBINAR
www.islamicteachereducation.com
11. Parameters of Classroom
Space
An Authentically
Islamic Learning
Environment Instruction Time Physical Space
ONLINE WEBINAR
Interactions Curriculum
www.islamicteachereducation.com
12. 10 Components of a Classroom
Environment
1. Principles of Teaching
An Authentically
Islamic Learning 2. Routines and Rules
Environment 3. Physical Space
ONLINE WEBINAR 4. Classroom Decorations
5. Content Integration
6. Lesson Structure
7. Instruction
8. Interactions
9. Learning Resources
10. Assessment Methods
www.islamicteachereducation.com
13. Understanding Components
• Each component can be done differently
An Authentically
Islamic Learning
Environment
• The way each component is implemented
ONLINE WEBINAR
embodies educational values
• Islam does not have to be overtly explicit – but
it must be implicitly embedded
www.islamicteachereducation.com
14. An Authentically An Authentically Islamic Learning Environment
Islamic Learning
10 Components
Environment
ONLINE WEBINAR
www.islamicteachereducation.com
15. 1. Principles of Teaching
Consistently reflecting on the
An Authentically
Islamic Learning values, principles, and perspectives that inform
Environment the decisions we make in our classroom
ONLINE WEBINAR
www.islamicteachereducation.com
16. 2. Routines and Rules
Classroom routines reflect the day of a believer:
An Authentically
Islamic Learning reflective, active, and seeking; the rules reflect
Environment values representative of etiquette of a believer.
ONLINE WEBINAR
www.islamicteachereducation.com
17. 3. Physical Space
The physical space embodies the sacredness of
An Authentically
Islamic Learning knowledge and learning and it facilitates
Environment reflection and interaction
ONLINE WEBINAR
www.islamicteachereducation.com
18. 4. Classroom Decorations
Teaches acknowledge the power of messaging and
An Authentically
Islamic Learning strategically select what messages are given
Environment through decorations on the wall
ONLINE WEBINAR
www.islamicteachereducation.com
19. 5. Content Integration
Curriculum speaks to the big questions of life; it
An Authentically
Islamic Learning nurtures a way of life of
Environment spiritual, emotional, social, and physical balance
ONLINE WEBINAR
www.islamicteachereducation.com
20. 6. Lesson Structure
The planning a teacher does illustrates a
An Authentically
Islamic Learning recognition of the value of time and every minute
Environment of instruction is a moral responsibility that cannot
ONLINE WEBINAR be taken lightly
www.islamicteachereducation.com
21. 7. Instruction
Every instructional moment is purposeful toward
An Authentically
Islamic Learning increasing faith-consciousness; Learning is
Environment engaging, reflective, inquiry-based, and thought-
ONLINE WEBINAR provoking – student curiosities and uncertainties
are taken seriously
www.islamicteachereducation.com
22. 8. Interaction
Students feel motivated, support each other’s
An Authentically
Islamic Learning learning, are introspective, and aspire for self
Environment improvement; Teachers interact with students
ONLINE WEBINAR with humility and by example
www.islamicteachereducation.com
23. 9. Learning Resources
Students are given access to the most
An Authentically
Islamic Learning profound, inspiring, and well chosen learning
Environment resources to encourage learning and illustrate the
ONLINE WEBINAR reverence of knowledge
www.islamicteachereducation.com
24. 10. Assessment Methods
Students look forward to assessments because
An Authentically
Islamic Learning they see it as an opportunity to learn, grow, and
Environment reflect. Teachers ensure that students begin to see
ONLINE WEBINAR assessment not as a penalizing or demoralizing
experience.
www.islamicteachereducation.com
25. Implementing the 10
Components
• The challenge that remains is where to start
An Authentically
Islamic Learning
Environment
• Don’t consider the 10 Components a Check List
ONLINE WEBINAR
• You’ll need a methodology based on a
framework
www.islamicteachereducation.com
26. An Authentically Bringing the 10 Components Together
Islamic Learning
Environment
Toward a Framework
ONLINE WEBINAR
www.islamicteachereducation.com
27. Standards of Teaching Practice
• Ministries and State Departments of Education
An Authentically
Islamic Learning outline a set standard of teaching
Environment
• Standards are embedded in a philosophy of
ONLINE WEBINAR education
• Standards are based on values
• Standards provide consistency of practice
www.islamicteachereducation.com
28. Principles of Teaching and Learning
An Authentically in the Islamic Tradition
Islamic Learning
Environment
The Need for Islamic
ONLINE WEBINAR
Pedagogy
www.islamicteachereducation.com
29. What is Islamic Pedagogy?
An Authentically Islamic Studies Teacher Education
Islamic Learning
Environment
Islamic Pedagogy
ONLINE WEBINAR
Why do we teach?
What do we teach?
How do we teach?
Principles of Education in Islam
www.islamicteachereducation.com
30. Key Areas of Understanding
An Authentically Islamic Islamic Teacher
Islamic Learning Pedagogy Education Program
Environment
Islamic Education:
ONLINE WEBINAR Why? Vision
Purpose and Pedagogy
Understanding Curriculum in
What? Curriculum
Islamic Education
Implementing Islamic Pedagogy
How? Instruction
in Schools
www.islamicteachereducation.com
31. Creating an Authentically Islamic
Learning Environment
An Authentically
Islamic Learning • Establish a framework based on a clearly
Environment
articulated vision
ONLINE WEBINAR
• Deeply understand curriculum integration
• Apply Islamic Pedagogy
www.islamicteachereducation.com
33. Islamic Teacher Education
Program
An Authentically
Islamic Learning • Entirely online; part time (3-5 hrs/week)
Environment
ONLINE WEBINAR
• 3 courses (January – April; May – August;
September – December)
• Professional Learning Certificate from the
University of Toronto
www.islamicteachereducation.com
34. Early Registration Option
• Available now; closes Dec 18
An Authentically
Islamic Learning • Registration opens Dec 19 (if there’s still space)
Environment
• Bonus videos:
ONLINE WEBINAR – Teaching Critical Media Literacy in Schools (45 mins)
– Classrooms that reflect the public square: How do we teach about
religion in schools? (4 hrs)
– Integrating Islam and Science (45 mins)
– Islam “as a world” vs. Islam “in the world”: A Global Approach to
teaching History (4 hours)
• www.islamicteachereducation.com/january-
2013-registration
www.islamicteachereducation.com
Imagine I’m a parent looking to enrol my child into the Islamic school you teach at. I’d meet the school administrators, maybe be introduced to some of the key teachers, and likely get a tour of the school. What would I see, what would I hear? What would principals and teachers say is different? They’d likely say something along the lines of…”We offer an Islamic Learning Environment” But what exactly does that mean?
I ask this question because in my 13 years of research, teaching, and training in Islamic schools globally, the most common criticism from teachers and administrators is that “This school is no more than a public school with Muslims in it”Teachers, Parents, Students, and Principals often say things like:Yeah we pray in congregation during the day but we can do that in public schools tooYeah our school begins the day with a communal prayer (du’a) but besides the du’a and at the beginning and end of the day, there isn’t anything else throughout the day to really differentiate the experienceOur teachers make references to Islam in class once in a while but its sporadic at bestWe learn about Islam in Islamic Studies but it doesn’t really connect to other subject areas In the end the general feel of the school – the types of conversations between students, the way our teachers teach, tests, report cards, detentions, all look and sound like any other school
Many schools are attempting values based themes for cross curricular integrationIndividual teachers have developed excellent classroom routines that remind students of how Islam is relevant in all aspects of life and interactions
Consistency of Approach – 1. Your classroom is not the only classroom that students feel Islam can be engaging. Consistency of teaching approaches across all classrooms and teachers, emphasized in our hiring and induction of new staff, PD support to ensure consistency in teaching approaches 2. Disconnect between what board members want, parent expectations, school administrators and teachers – contradicting aspirations between and across school stakeholders 3. Teachers have some excellent lessons, units, activities, and even very engaging field trips – students love their teaching and feel very engaged with their classes – but deep down inside the teacher knows there is more to Islamic education – the value of the month and the service learning at the soup kitchen, and the group projects on Muslim contributions to science just seem haphazard, sporadic, and disconnected. It just feels like Islam has been tacked on in creative ways to a learning environment that isn’t dissimilar to that of a public school. Authenticity of Approach – Islam is not just appended onto what subject matter you’re teaching e.g. making references to hadith or verses of the Qur’an at the beginning of a lesson and then not connecting its significance to learning Teachers are confused about what makes the school “Islamic” in a deep visionary sense. It seems often that we’re working in a public school with Muslim teachers and students. Teachers don’t feel the school is living up to the mission and vision of the school. It seems the standards of the school are not clearly articulated in ways that are uniquely Islamic, school polices are incomplete or borrowed from other institutions and don’t align with the vision of this school, teachers feel the school has a number of events, activities, structures that contradict the aims of the school – e.g. the school has awards assemblies that make some students feel accomplished and others feel inadequate about their understanding of Islam – and it doesn’t nurture a sense of love, appreciation, humility of learning Islam Teachers try to integrate Islam into their lessons of multiple subject areas (English, social studies, science, etc.) but:1. Sometimes don’t have access to or awareness of high quality resources that can be adapted and used to frame lessons and units of study2. Sometimes just simply don’t have the time to plan new units that are authentically integrated3. Sometimes don’t quite know what other ways they could be integrating and assume there’s only one way4. Most times don’t understand the essence of integration itself and get consumed in debates over theme based or outcome based learning Depth of “Islamic” Content – Ensuring that students are gaining a deeper understanding of Islam in relation to contemporary debates and not simply an “appreciation” of being Muslim – e.g. how the Qur’an was assembled and the differences of opinion on sequencing rather than solely memorizing the Qur’an. Can’t teaching deeply even if you wanted to: Students transfer from public schools at different stages of their schooling years and bring varying levels of familiarity of Islam, varying amounts of interest in wanting to learn Islam, and in some cases become a negative influence on other students Classroom spaces feel like any other school with Qur’anic verses and Islamic sayings plastered on the walls. Teachers given out detentions for misbehavior, students bully each other in very implicit ways, and students have aspirations influenced by popular culture like they would in any other school.
For example messages can inspire learning and the reverence of knowledge appropriate messaging can also serve as a constant reminder of overcoming our individual challenges (e.g. having high aspiration)But then even messaging by posting student work – can have negative implications if some students accomplishments are rarely acknowledged
No left over books or second hand books or books that we as teachers haven’t even read
