Islamic Teacher Education Program's Principles of Pedagogy workshop conducted at ISNA West Education Forum by Shaykh Ramzy Ajem and Dr. Nadeem Memon on January 13th, 2012.

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Ramzy Ajem and
Nadeem Memon
January 13, 2012
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WORKSHOP OBJECTIVES
 Conceptualize Identity and Engagement
 Understand why a focus on pedagogy is
needed
 Gain a framework of Islamic Pedagogy
 Apply Principles of Islamic Pedagogy to create
engaging classrooms
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AGENDA
What is Engagement and Identity? 8:30 – 8:45
Why Pedagogy? 8:45 – 9:00
What is the Islamic Pedagogy 9:00 – 9:30
Principles of Islamic Pedagogy 9:30 – 10:00
Break 10:00 – 10:15
Influencing Identity through Engagement 10:15 – 10:30
Applying Principles to Practice 10:30 – 11:00
Jig-Saw: Expert Groups 11:00 – 12:00
Final Thoughts: Key Ideas to take back 12:00 – 12:30
to your classroom
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Brainstorming
WHAT DOES “STUDENT ENGAGEMENT”
MEAN?
8:30 – 8:45 am
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HOW DID WE LOSE SIGHT OF
INSTRUCTIONAL PRACTICE?
 Overemphasis on curriculum – with limited
success
 Pedagogy is rooted in educational principles
 Instructional practice cannot be left to “teach as
you were taught”
 To “engage” instructional practice must reflect
educational values
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Understanding Islamic Pedagogy
WHY PEDAGOGY?
8:45 – 9:15 am
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WHAT IS PEDAGOGY?
 Pedagogy:
 the method and practice of teaching
 Origin
 Latin from Greek paidagōgos
pais (boy) + agōgos (guide)
 a conductor charged with the oversight and
company of a child
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PEDAGOGY DEFINED
 Method:
 theoretical procedure for accomplishing or
approaching something
 Practice:
 the actual application or use of an idea, belief,
or method
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Understanding Islamic Pedagogy
WHAT IS THE ISLAMIC PEDAGOGY
9:00 – 9:30 am
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DO W E HAVE A PEDAGOGY?
 Every teacher has an unspoken pedagogy (i.e. a
teaching approach or theory)
 It can be derived from analyzing the practice of a
teacher
 If articulated, substantiated, documented and
developed it becomes a ‘Pedagogy’ in the fullest
sense of the word
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SCOPE:
PEDAGOGY OF THE PROPHET 
o As also We have sent in the midst of you,
a Messenger from among yourselves , ‫ ﹸﻢ‬‫ﻨ‬‫ﻮﻟﹰﺎ ﻣ‬ ‫ ﺭ‬‫ﻴ ﹸﻢ‬‫ﺎ ﻓ‬‫ﻠﹾﻨ‬‫ﺳ‬‫ﺎ ﺃﹶﺭ‬‫ ﻛﹶﻤ‬o
‫ﻜ ﺳ ﻜ‬
o To recite Our signs to you
‫ﺎ‬‫ﻨ‬‫ﺎﺗ‬‫ ﺁَﻳ‬‫ ﹸﻢ‬‫ﻠﹶﻴ‬‫ ﹸﻮ ﻋ‬‫ﺘ‬‫ ﻳ‬o
‫ﻠ ﻜ‬
o And to purify you,
‫ ﱢﻴ ﹸﻢ‬‫ﺰ‬َ‫ ﻭ‬o
‫ﻳ ﻛﻜ‬
o And to teach you the Book and the
Wisdom, ‫ﺔﹶ‬‫ﻜﹾﻤ‬‫ﺍﻟﹾﺤ‬‫ ﻭ‬‫ﺎﺏ‬‫ﺘ‬‫ ﺍﻟﹾﻜ‬ ‫ ﹸ‬ ‫ ﱢ‬‫ﻌ‬‫ ﻭ‬o
‫ﻳ ﻠﻤﻜﻢ‬
o And to teach you what you knew not. ‫ﻮﻥﹶ‬ ‫ﻠﹶ‬‫ﻌ‬‫ﻮﺍ ﺗ‬‫ ﹸﻮ‬‫ ﺗ‬‫ﺎ ﻟﹶﻢ‬‫ ﻣ‬‫ ﹸﻢ‬ ‫ ﱢ‬‫ﻌ‬‫ ﻭ‬o
‫ﻤ‬ ‫ﻜﻧ‬ ‫ﻳ ﻠﻤﻜ‬
Quran 2:151 151 : ‫ﺍﻟﺒﻘﺮﺓ‬
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WHY IS HE  OUR EXAMPLE?
1. Archetypal Teacher:
 “I was sent as a teacher” (Muslim)
2. Al-Fatana:
 Intellectually capable of demonstrating message and
teachings with the utmost effectiveness
3. Spiritual baraka:
 His deed and speech is inspired by God
4. Abundance of preserved reports and accounts:
 Unique access to sources
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WHAT MAKES YOUR PEDAGOGY ‘ISLAMIC’
 A pedagogy is ‘Islamic’ when your method and practice of
teaching:
1. Meets the aims, objectives and ethics of revelation (Quran)
2. Represents an Islamic ethos and worldview in a
contemporary context
3. Reflects the approach of the Prophet  & teachings
4. Proves effective in developing student in every respect
Teachers need a structured solution
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Understanding Islamic Pedagogy
PRINCIPLES OF ISLAMIC PEDAGOGY (PIP)
9:30 – 10:00 am
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DEVELOPING PRINCIPLES TO HELP YOU
SOURCES
Quran Sunna Inheritors Works
PRINCIPLES
Comprehensive Authentic Pedagogical Foundation
APPLICATIONS
Specific Relevant Practical Guidelines
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WHAT IS A PRINCIPLE OF PEDAGOGY?
 Principle:
 “a fundamental truth or proposition that serves as
the foundation for a system of belief/behavior or for
a chain of reasoning.”
 Principles of Pedagogy:
 the propositions that serve as foundations for a
system of instruction
We need principles to ensure that
our system of instruction is Islamic
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7 PRINCIPLES OF ISLAMIC PEDAGOGY (PIP)
1. Conviction of the primal purpose and universal trust assigned to mankind.
2. The primacy of knowledge and of seeking it.
3. The learning environment is sacred, disciplined, caring, and functional.
4. The responsibility to act upon what one learns and teaches.
5. The religious responsibility for self-assessment and accountability.
6. Instruction is in accordance with students’ aptitude, pace and learning style.
7. Formal instruction is occasional, nurtures reflection, and evokes a sense of
awe and wonder.
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OVERVIEW:
PIP-CULTURE FOR TEACHERS
INTEND
INTRIGUE CHAMPION
PRINCIPLES OF
ISLAMIC
PEDAGOGY
CONNECT CARE
ASSESS EMBODY
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3 CHARACTERISTICS OF PIP
 Each principle:
1. Is comprehensive to govern the specifics of an
entire system of pedagogy
2. Gives rise to relevant and authentic implications for
teachers, classrooms and schools
3. Accurately articulates genuine understandings that
guide teacher instruction
PIP: The basis of a school philosophy
Shapes teacher & classroom culture
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BREAK
10:00 AM TO 10:15 AM
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Understanding our context:
INFLUENCING IDENTITY THROUGH ENGAGEMENT
10:15 – 10:30 am
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INFLUENCES & STUDENT IDENTITY
 Rate the average student in your school. (5 min.)
 What does the average student identify with most?
(1 being the greatest and 5 being the least)
Religion
Ethnicity /
Nationality
Race
IDENTITY
Pop- Social
Culture Status
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Understanding our context:
INFLUENCES & STUDENT IDENTITY
RELIGION
POPULAR-CULTURE
NATIONALITY
SELF-IMAGE
ETHNICITY / RACE SOCIAL STATUS
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WHY POP-CULTURE DOMINATES?
 There is often behind it:
 Materialism = physical appearance & fashion
 Individualism = egocentricity
 Consumerism = wealth defines me and is power
 Appeals to the nafs (lower-self)
 THE PROBLEM: Disengaged students in Muslim Schools are
less likely to identify with Islam and being Muslim
Islamic School – must engage students and nurture
a Muslim identity in the American context
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HOW ?
 Understand how PIP can transform our classrooms,
schools & communities
 Apply the PIP in our classrooms, schools and
communities
 Engage students through this pedagogical framework
 Build strong Muslim identities in America
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Engaging Students & Building Identities:
APPLYING PRINCIPLES TO PRACTICE
11:00 am – 12:00 pm
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INTEND
1. Conviction of the primal purpose and universal
trust assigned to mankind.
Disengaged students need know:
PURPOSE
• Why they are learning
• Who they are
PERSPECTIVE UNITY
• Their purpose and goal
INTEND
• That they belong
• What they can become
ENERGY MOTIVATION
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CHAMPION
2. The primacy of knowledge and of seeking it.
Disengaged students need:
INQUIRY
• To be challenged
• To develop convictions
TRUTH INVESTIGATION
• Answers
CHAMPION
• Clarity
• Confidence
CONVICTION SUBSTATNTIATION
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CARE
3. The learning environment is sacred, disciplined,
caring, and functional.
Disengaged students need:
LOVE
• Care
• Sacred influences
UNDERSTANDING RESPECT • To be heard
CARE • To be accepted
• Rules
GUIDANCE CO-OPERATION
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EMBODY
4. The responsibility to act upon what one learns
and teaches.
Disengaged students need:
INTEGRITY
• Teacher role models
• Inspiration for action
LEADERSHIP TRUST
• To value deed over word
EMBODY
• Opportunities to practice
what they know
PARTICIPATORY HONOR
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ASSESS
5. The religious responsibility for self-assessment
and accountability.
INTROSPECTIVE
Disengaged students need:
• To set goals
• To document own progress
PERSERVERANCE RESPONSIBILITY
• Awareness of strengths &
ASSESS
weakness
• Opportunities for self-
correction
SELF-
ACCOUNTABILITY
DEVELOPMENT
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CONNECT
6. Instruction is in accordance with students’
aptitude, pace and learning style.
Disengaged students need:
INSIGHTFUL
• Insightful teachers
• Attention & accommodation
RELEVANT WELCOMING • Feel included
CONNECT • Personalized instruction
COMMUNICATION ADAPTIVE
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INTRIGUE
7. Formal instruction is occasional, nurtures
reflection, and evokes a sense of awe and wonder.
Disengaged students need:
ENGAGING
• Time to reflect
• To make connections
BELEIF MEANINGFUL
• Conversation
INTRIGUE • Opportunity to explore
THOUGHT- GOD-
PROVOKING CENTERED
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JIG SAW:
EXPERT GROUPS ON PIP
11:00 am – 12:00 pm
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JIGSAW : EXPERT GROUPS
 In small groups, discuss how you would apply one of
the Principles of Islamic Pedagogy in your teaching:
 Consider ages/grades
 Consider school context and type
 Consider school aims and vision
 Consider contemporary educational practices
 Consider student needs
 Ask: What would my teaching look like if this principle
were to guide my teaching?
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JIGSAW : TEACHING GROUPS
 Rearrange into new “Teaching Groups” so that
each person in your group represents a different
principle
 Share your principle with the group
 Share the strategies you have derived
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WHOLE GROUP DISCUSSION
 In what ways have we already been living these
principles in our schools and teaching?
 In what ways might the principles have
extended our thinking about Islamic schooling?
 How might such principles and implications be
useful for us as educators?
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Final Thoughts:
KEY IDEAS TO TAKE BACK TO YOUR CLASSROOM
11:00 am – 12:00 pm
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
And Success is from God Alone
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