STANDARD 4: Teachers Facilitate Learning for Their Students
Section 1: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
Section 2: Teachers plan instruction appropriate for their students.
IS organized Muslim Heritage lessons according to grade level. Each grade level must research their topics and prepare a PPT slide, 5 paragraph essay, and oral presentation according to grade level.
Section 3: Teachers use a variety of instructional methods.
Section 4: Teachers integrate and utilize technology in their instruction.
Student design and construct PPT slides. IS has aloud students to use electronic devices to research lessons and presentations.
Section 5: Teachers help students develop critical thinking and problem-solving skills.
Cooperative Learning (CL): Students were given special projects design and construct charity boxes.
Section 2: Teachers plan instruction appropriate for their students.
IS organized Muslim Heritage lessons according to grade level. Each grade level must research their topics and prepare a PPT slide, 5 paragraph essay, and oral presentation according to grade level.
Section 3: Teachers use a variety of instructional methods.
Section 4: Teachers integrate and utilize technology in their instruction.
Student design and construct PPT slides. IS has aloud students to use electronic devices to research lessons and presentations.
Section 5: Teachers help students develop critical thinking and problem-solving skills.
Cooperative Learning (CL): Students were given special projects design and construct charity boxes.
Element IVa: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students.
Rational:
Characteristics and Needs of the Students: Normally, students do not achieve their full potential growth automatically; by nature they are forgetful; open to deceptive influences; easily captivated by their own imagination and narrow desires. These forces are very insidious and can lead one away from their intuitive nature. Only through education is one able to systematically develop understanding, discipline and faith that enhance the human soul to pursue a path of intelligence.
Student outcomes to be attained and Behavioral Objectives: Islam recognizes that a major portion of ones conduct is stimulated by learned behavior. Learned behavior primarily comes as a consequence of infusing concepts and images of human success into aspirations and inclinations. Islam provides a set of beliefs, concepts and principles capable of invigorating the heart with faith along with practical acts of worship that cultivate justice, righteousness and moral consciousness. As educators we must articulate these teachings and make them relevant in this day and time. Young students must be able to envision how the teachings of Islam will serve as a key vehicle for their success.
Integrated writing strategies to help improve student understanding of IS lessons. I have found that type 1 writing is a great way to assess student’s understanding about lessons and information. Low-status writing is an informal way to allow students the opportunity to express themselves.
Element IVa: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students.
Rational:
Characteristics and Needs of the Students: Normally, students do not achieve their full potential growth automatically; by nature they are forgetful; open to deceptive influences; easily captivated by their own imagination and narrow desires. These forces are very insidious and can lead one away from their intuitive nature. Only through education is one able to systematically develop understanding, discipline and faith that enhance the human soul to pursue a path of intelligence.
Student outcomes to be attained and Behavioral Objectives: Islam recognizes that a major portion of ones conduct is stimulated by learned behavior. Learned behavior primarily comes as a consequence of infusing concepts and images of human success into aspirations and inclinations. Islam provides a set of beliefs, concepts and principles capable of invigorating the heart with faith along with practical acts of worship that cultivate justice, righteousness and moral consciousness. As educators we must articulate these teachings and make them relevant in this day and time. Young students must be able to envision how the teachings of Islam will serve as a key vehicle for their success.
Integrated writing strategies to help improve student understanding of IS lessons. I have found that type 1 writing is a great way to assess student’s understanding about lessons and information. Low-status writing is an informal way to allow students the opportunity to express themselves.