Standard 3: Teachers Know the Content They Teach
Element 3a: Teachers align their instruction with the North Carolina Standard Course of Study In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline.
Teach the North Carolina Standard Course of Study
Develop and apply strategies to make the curriculum rigorous and relevant
Develop literacy skills appropriate to specialty area
____________________________________________________________________________________________________________ Rationale: Standard three emphasizes the importance of being familiar with the content standards that each grade level should be taught and suggest that strategies should be applied to make the lessons challenging and relevant. I selected this standard because it will allow me to cross-reference many of the objectives of other subjects in order to formulate genuine integration. My PDP goal was to integrate some elements of math, Science, Social Studies and ELA into Islamic Studies curriculum. Of course, one of the best ways to achieve this is to collaborate with other subject teachers during PLC meetings. I consider subject integration to be a key strategy to help our students develop a more realistic idea about Islam and its relevance in their lives.
Reflection: Nikki Rana was invited on a number of occasions to Islamic Studies PLC meetings to help identify content standards that each grade level should be familiar with and required to know. We were successful at compiling a thorough list of objectives for each middle school grade (see artifact). This year PLC meetings were conducted to collaborate with math teachers in order to focus on subject integration. An integration worksheet was designed highlighting the steps implemented to insert elements of a subject into another lesson (see artifact). Curriculum maps were examined and lessons and objectives were selected. Below is a list of lessons taught with other integrated subjects:
Artifacts
Insert Worksheet for Subject Integration: Use algebra tiles to model and solve two-step equations and identify the valuable contributions Muslims have made to the study of mathematics.(see Artifact Button)
Math and Islamic Studies Integration: Compare algebraic and numeric solution methods and Recognize the most famous mathematician, Muhammad ibn Musa al-Khwarizmi (ca. 800-ca. 847), author of several treatises of great importance in the field of mathematics.(See Artifacts Pictures)
Islamic Studies and Math Integration: A comprehensive lesson on zakat designed and taught by Musa and Iyad wherein students were required to convert percentages and multiply using decimals in order to derive correct zakat payment.(See Artifacts Button)
Islamic Studies and Science: Guest speaker Fiaz Fareed taught the 8th graders about nuclear medicine and the early contributions of Muslims in the field of medical. (see artifact picture)
Nuclear Medicine and islam
Islamic Studies and Heath and Nutrition: Zineb Baali conducted a thirty-five minute webinar and classroom presentation for Upper Elementary and middle school students on health, nutrition and Islam.(see artifact link)
Islamic Studies and Medicine/Science: Guest speaker Dr. Sami Mubarak taught the 8th graders about Electrocardiography, which is the process of producing an electrocardiogram, a recording - a graph of voltage versus time - of the electrical activity of the heart. (See Artifact pictures)
Muslim Heritage Artifacts
Muslim Heritage, ELA and History: Perhaps one of the most useful lessons related to subject integration is Muslim Heritage. All middle school students were required to write essays, research topics, and perform oral presentations in order to become familiar with the rich heritage of Islamic life. Many of the standards for writing were taken directly from the North Carolina Standard Course of Study. The project goals and objectives of Muslim Heritage is to recognize how Islam has made an impact on modern day society and identify the many contributions that Muslims have provided in the service of humanity.
InshaAllah, this learning project has helped our students develop a sense of pride and satisfaction towards the Islamic faith and inform them of the unique integration of religion and science. Project Description Al-Iman School Muslim Heritage Project is a research-based project designed to inform students and adults alike about the rich heritage Islam has provided throughout the world. Through study and research we have uncovered over one thousand years of scientific, medical, technological and cultural achievements Muslims have contributed to the world. Students were divided into pairs of two and given guidelines to research the Islamic civilization from the 7th to 16th century C.E, known as the “Golden Age of Muslim Civilization. We believe that this learning experience has helped our students understand the true worth of Islam and the role it has played in laying the foundation for the modern world. (see artifacts).
Literacy Skills and Islamic Studies: Research, writing and public speaking are very accurate assessments in determining how well students understand curriculum content. This year a number of strategies were implemented to help students receive a deeper understanding of Muslim Heritage through research, writing and public speaking. Below are few resources used to help structure their writing skills and provide them with a coherent paragraph structure and format.
Element 3d: Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health awareness.
Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility
Demonstrate the relationship between the core content and 21st century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness.
Rationale: 21st century life skills are an integral part of cultivating a deep-rooted concern for humanity. Developing social responsibility can only come about when students are allowed to learn about the unfortunate plight of others and are given the opportunity to help. Allah has made it an obligatory duty and responsibility to assist the needy and help remove their burdens. The dynamics of developing leadership and social responsibility requires a great deal of time and coordination. Quite obviously, many of these skills cannot be fully taught while sitting in a traditional classroom setting, therefore on going planning and collaboration with others must be made to allow our students the opportunity to engage with others in a safe and controlled environment. Service learning is an excellent way to develop the skills needed in the 21st century.
Reflection: In order to cultivate social responsibility and compassion towards others Islamic Studies coordinated a number of initiatives that would give our students the opportunity to help people who were less fortunate than us. Before coordinating activity with the Oak City Outreach Center and Seniors Home in Durham a series of lessons were taught regarding the principles of zakat and sadaqah. The impact of Islamic teachings can only truly be understood when put into practice. Many of our students learned a great deal about homelessness, substance abuse and the challenges of mental health simply by assisting those in need. Islamic Studies played a pivotal role in organizing our students and exposing them to a world that they were not accustom to. I believe these activities help students strengthen their civic literacy and ethical obligations. Another area of 21st Century life skills that Islamic Studies was successful at teaching this year was health and wellness awareness. There are many topics regarding personal hygiene and health that can be better discussed in a gender separate environment. Zineb Baali was very helpful at coordinating her time in order to discuss matters of sunan al-fitrah with the girls while I conducted the sessions with the eight grade boys. These lessons proved to be very fruitful and generated a lot of interest. I notice that these topics are lessons our students rarely get the opportunity to discuss outside of our Islamic Studies class. One of the goals of my PDP was to identify and implement elements of student centered learning in my instructions.I believe that facilitating activity that will allow students to understand their civic responsibility is a very effective way to engage and tap into their inner concerns and interest. I believe that the effort to cultivate 21st century skills is very much a part of Islamic tarbiyah. Special care was made to relate all these above activity to the teachings of the Qur’anand life of our noble Prophet, Muhammad (Sallallahu Alayhi wa Sallam) in order for our students to understand the relevance that Islam and its teachings play in our daily lives.
Artifacts Service Learning and Civic Literacy: A major part of teaching and incorporating 21st Century skills is helping students understand their social responsibility towards others. Civic literacy and health and wellness awareness is something that must be taught through a process. Lesson plans, goals and objectives serve to systematically help students understand the issues that are real challenges in the lives of others. View the assessment sheet that are designed to develop a strong service learning program. (See Artifacts)
Feeding the Needy at Oak City Outreach Center helps students understand the dangers of substance abuse and addiction.
Durham Rescue Mission: Serving Lunch in Men’s Facility
Feeding the Elderly at Durham Seniors Home
Challenge the Winter Clothing Drive
Civic Literacy and Social Responsibility
Our Three Winners Food Bank Drive
Donating food and clothing for the Syrian Refugees in Lebanon helped develop global awareness.
Standard 4: Teachers Facilitate Learning for Their Students
Element 4d: Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.
Know appropriate use
Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate
____________________________________________________________________________________________________________ Rationale: It has become apparent that technology has rapidly changed the way we learn, live and interact with one another. In many ways technology has demonstrated that many former methods and procedures, which were once proficient are now considered deficient and antiquated. Because of today’s advanced level of technology and innovation the younger generation of youth see and understand the world in a very different way. Smart phones, touch pods, chrome books and other digital based activity have changed the social landscape on how we learn and interact with the world. One of the more outstanding aspects about technology is the vast array of knowledge and information that can be accessed through digital technology. As teachers and facilitators we must work to combine technological, pedagogical and content knowledge in order to capture some of the essential qualities needed to be an effective teacher. More than ever before, teachers must be capable of helping students transition into a global work place driven by creativity, problem solving and analytical thinking. Above all, 21stcentury learners must be self-directed and globally conscious. One of the critical challenges that we face in Al-Iman School is to formulate research base lessons, clear-cut policies and directives that maximize student’s time while engaging digital technology. Without creativity and solid integration skills, technology becomes no more than a sophisticated form of entertainment for the students. On the contrary, technology integration should be a tool to enhance education and help open up a broad variety of channels to a saturated world of knowledge.
Reflection: I have found this NC Professional Teaching Standard element 4d to be somewhat challenging for me. I have come to understand that there are a few key factors that should be taken into consideration when attempting to integrate technology into the classroom: One must look at the curriculum being taught and determine if there is a genuine need for students to go outside of the set material to find additional information. The most productive use of technology that I’ve experienced with students this year is creating lessons through Nearpod. I have been successful at creating a number of Nearpod lessons that specifically coincide with the handouts and worksheets of the lesson being taught. Google classroom has also been a very instrumental tool to help facilitate technology based learning. Through Google Classroom student are able to directly communicate with me for clarity of homework assignments or get credit for work even if they weren’t physically in the classroom. Many of the supplication worksheets have been made available online which makes it very convenient for students to study material wherever they might be.
Artifacts Nearpod and Google classroom are two very dynamic technology tools that can enhance classroom instructions. With the proper preparation and integration lessons can more interactive and engaging for students. (See Artifacts)
Media Club: The media club is a special club designed to teach students how to utilizes technology and digital photography. A number of interviews and video productions have been produced to help promote Al-Iman School activity.
Element 4e: Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities.
Teach the importance of cooperation and collaboration
Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities
____________________________________________________________________________________________________________ Rationale: Cooperation and collaboration skills are one of the key elements towards building cohesion, empathy, and responsiveness between individuals. How students interact with each other is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange effective interaction between students, materials (i.e., textbooks, curriculum programs) and classroom management in order for teachers to appropriately interact with students. Unfortunately, very little attention is given to developing social skills and teaching students how to interact with one another. Exposing students to life skills, such as, problem solving within a group, conflict resolution, planning, communicating, coordinating, managing, and much more will allow them to experience cohesion, empathy, and responsiveness towards one another. The Prophet Muhammad (Sallallahu Alayhi wa sallam) used this cooperative learning principle in order to strengthen the bond of brotherhood between the Al-Ansar(The Helpers) and Al-Muhajiroon(The Migrators) after migrating to Al-Madina. A key component of social development and emotional intelligence is acquired through allowing students to interact with one another in a controlled environment.
Reflection: One of the key elements of student centered learning is organizing and allowing students to interact with one another in a controlled environment. I have experienced the importance of ensuring that students have a well-structured lesson plan before allowing them to engage in cooperative learning activity. Well defined rules and guidelines must be incorporated into instruction before permitting students to discuss and work amongst each other. It is very easy for students to get off course and distract one another. I have developed a number of cooperative learning strategies that allow students to work and share information with each other. It is very important that students are made aware of the principles of good character and exercise it in a social setting. I have been very diligent striving to highlight the importance of character strengths. The VIA Institute is a psychology based organization that helps others develop positive behavior.
Artifacts
Improve Communication and Collaborative Skills
FMR (Daily Supplication Certification and Peer Coaching Certificate): FMR is a student centered activity wherein students are required to memorize supplications. Once students have successfully certified on each series they are qualified to coach and prepare other students for certification. (See Artifacts)
One of the necessary components of cooperative learning is building and developing character strengths. Good character helps students work and cooperate with one another. We started this year off conducting VIA surveys and identifying character strengths amongst students. (See Artifacts)
Believe It and Model It: The first element of teaching character strengths is to model it in oneself. Educators are the single most influential factor in the classroom. To effectively teach good character one must embody it and display the character traits themselves. James Baldwin wrote: “The children are ours. Every single one of them... children have never been very good at listening to their elders but have never failed to imitate them.” If you believe in what you are doing and model it, your kids will too.
Name It: Give the intangible and often-unnamed a name. Only by labeling and talking about the character strengths that Martin Seligman and Chris Peterson identified can we embark on the journey to strengthen them. Expanding student vocabulary with words that describe and articulate character is a good way to provide reference points to take from.
Find It: Introduce kids to real-world and fictional examples that display the various character strengths. Stories and lessons of good merit are full of examples of good character that students can extrapolate very easily. Character education can be implemented into subject lessons without altering the subject content.
Feel It: Help kids and adults feel the positive effects of focusing on, and developing, their own character strengths. Once one begins to experience a different outlook and motivation due to positive psychology then and only then will the correct course be understood.
Integrate It: Create dual-purpose experiences and lessons that
involve the character strengths. Learn more about how character is integrated into the framework of Teaching. 6. Encourage It: Provide your children and students with praise when they exhibit a growth mindset around character. 7. Track It: Record and discuss progress toward character goals regularly. WOOP and CGC records are very good tools to use as examples of documenting character strengths.
Eclectic Profile and Organization Skills
Eclectic Profile: I believe that educators must become thoroughly familiar with the learning style of each student in order to effectively facilitate learning. I have found the eclectic profile worksheet to be a very helpful tool in identifying the different learning styles of my students. Equipped with this information I can develop lessons that help facilitate learning and better understanding.
Organization Skills: I believe that there are two types of organization that a student must develop in order for learning to take place, first is the organization of the executive function of the brain. It is essential that students organize in their mind, rules, schedules, dates and times of events. Organization of the executive function of the brain helps students analyze circumstances and make critical choices for themselves. Critical thinking skills will be delayed if students don't know what's going on around them. The second type of organization is physical organization. Students must be trained on how to take notes, and maintain their binder, backpack, and lockers in order to function in an environment where information is being disseminated throughout the day. I have found it very beneficial to ensure students maintain a structured binder to help them take notes and organize information daily.