Overview of Islam for Educators

For educators to ensure they are meeting the needs of all students.

Transcript

1. Farhana N. Shah Staff Development Teacher Montgomery County Public Schools Maryland, USA
3. Take responsibility for your own learning. Be willing to experiment with the ideas and techniques presented. Be respectful of those speaking (limit sidebar or cell phone conversations)
4. Enduring Understanding: Culture exerts a powerful influence on teaching and learning. Essential Questions:  How do awareness, knowledge, and understanding the cultures of students promote effective teaching and learning?  How can educators build culturally responsive learning environments? Outcomes: By the end of the session, participants will be able to:  Describe the tenets of Islamic culture.  Identify instructional resources that could incorporate Islamic culture.  Make positive accommodations in the classroom for Muslim students.  Will have heard from a Muslim Student Speaker (youtube)
5. Introductions Overview of the Day Activator Islamic Terms Activity What is Islam? Video Muhammad Activity (if time) Classroom Ideas & Resources Session Summarizer Session Evaluation
6. K: What do you already know or think you may know about Islam and Muslim? W: What would you like to learn about Islam in the next two hours or would like answered in this session? L: What did you learn about Islam in this session?
7. Directions: For each quotation, write the correct letter on the blank. Jewish Scripture (Old Testament) B. New Testament (Bible) C. Quran  _______We said: “O Adam! Dwell thou and thy wife in the Garden; and eat of the bountiful things therein as ye will; but approach not this tree, or ye run into harm and transgression”.  _______We sent Noah to his people: he said, “ O my people! Worship God! Ye have no other god but Him. Will ye not hear Him?  _______And (remember) Job, when he cried to his Lord, “Truly distress has seized me. But Thou are the Most Merciful of those who are merciful.”  _______We sent an inspiration to Moses: “Travel by night with My servants, and strike a dry path for them through the sea, without fear of being overtaken by Pharaoh and without any other fear”.  _______Behold! Abraham said to his father and his people: “I do indeed clear myself of what ye worship: I worship only Him Who made me, and He will certainly guide me”.  _______We have sent thee inspiration, as We sent it to Noah, and the messengers after him: We sent inspiration to Abraham, Ismail, Isaac, Jacob, and the Tribes, to Jesus, Job Jonah,, Aaron, Solomon, and to David, We gave the Psalms.  _______O ye Children of Israel! We delivered you from your enemy , and we made a Covenant with you on the right side of Mount Sinai, and We sent down to you Manna and quails.  _______Muhammad is not the father of any of your men, but he is the Messenger of God, and the Seal of the Prophets: and God has full knowledge of all things.  _______When Jesus found unbelief on their part, he said: Who will by my helpers in the work of God?” Said the Disciples: We are God’s helpers.  _______She (Mary) said: “How shall I have a son, seeing that no man has touched me, and I am not unchaste?” He said: “So it will be: thy Lord saith, ‘That is easy for Me: and We wish to appoint him as a Sign unto man and a Mercy from Us.’ It is a matter so decreed”. Adopted from Arab World Studies Notebook
8. Directions In groups, please match the definition of the Arabic term with its definition.
9. How does knowing these Islamic terms help you to create a classroom that is conducive to Muslim students’ learning?
10. Please complete the capture sheet as you view the DVD.
11. Is there anything confusing or needs clarification?
12.  Pivotal figure in Islam  Revelations: Quran  Character: high morals  Personality: intelligent, humble, generous.
13. •Write down one thing you will remember most about the article, “Biographical Sketch of Mohammad’s Life” by Susan Douglass and Aiyoub Palmer •Write down one thing you will remember most about the article, “Biographical Sketch of Mohammad’s Life” by Susan Douglass and Aiyoub Palmer •Write down one thing you will remember most about the article, “Biographical Sketch of Mohammad’s Life” by Susan Douglass and Aiyoub Palmer  Write down one thing you will remember most about the article, “Biographical Sketch of Mohammad’s Life” by Susan Douglass and Aiyoub Palmer. It can be anything, important concepts, and an idea you agree or disagree with, have a question about or something related to the article.  Form a circle. Each participant will share what he or she wrote using the “talking stick”. Only the person holding the stick can talk. All others actively listen and express their desire to participate nonverbally.
14. How do you think you can use the information from this article in your classroom?
15. Reading and Language Arts  Islamic History Month (i.e. Women’s History, Black History, Asian History, etc.)  Biographies  Novels Math  Muslim names and names of Islamic countries substituted in word problems.  Accomplishments in Math by Muslims (i.e. Algebra, zero, etc.) Science  Mention Muslim contributions  1001 Muslim Inventions Social Studies, Geography, and World History  Convey correct information about Islam & Muslims  Reports on Muslim countries  Contributions made by Muslims  Muslim countries around the world  Language and customs Art and Music  Islamic songs in lessons  Islamic instruments  Calligraphy
16.  Write your name in Arabic  Dictionary of Arabic Terms  Islamic History Timeline  Muslim Cultures Around the World  Prominent Muslim Figures  Islamic New Year  Islamic Art
17. Books  Al-Quran (various translations in many languages)  What Everyone Should Know About Islam and Muslims by Suzanne Hanif  More in Common Than You Think by Bill Baker Software  www.alim.org Local Business Mosques & Community Centers Websites  www.theislamproject.org  www.isna.net  www.icna.net  www.islamicity.com
18.  What do I want my teachers to know about my school experience as a Muslim student? (academic, social & extra-curricular).  What does my school do to support my cultural beliefs and practices?  What structures can be put in place in schools that demonstrates respect for the Muslim culture?
19. • Name three things that you can share with your colleagues about Muslim students. • Name two ways you can create a culture of respect with Muslim students in your classroom. • Name one thing you can use from today’s session in your future lesson.