Presentations

265 Pages·2015·31.08 MB·English

Celebrating a Decade of Leadership
Preserving the Legacy, Shaping the Future

Presentations

th
10 Annual ISNA Education Forum
April 10-12, 2009
Chicago, IL
2 ISNA Education Forum 2009
Table of Contents

(Listed alphabetically by Speaker)

The Role of Instructional Kits in Language Learning and Teaching
Sajida Abu Ali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Empathic Learning: Developing Accessible Special Education Techniques
for Muslim Schools
Omaira T. Alam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

International Baccalaureate Programme: Strengthening Our High Schools.
Sadeq Al-Hasan & Dalia Wardany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Integrating Technology & Games to Engage & Motivate Students in the 21st Century
Classroom
Nishat Alikhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Effective Weekend School Administration
Shahida Alikhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Extreme Makeover, Education Edition: Technolgy Enhanced Learning
Keysha Azeez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Dialogue in the Classroom: Using Learning-Centered Techniques for Introducing Islam to
Undergraduate Students
Jennifer Clair-Toy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Imam Al-Al-Ghazali’s 8 Rules of Conduct for Teachers
Amaarah DeCuir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Essential Attributes and Values Needed to Develop Quality Muslim Youth Leadership
Fathi Fadhli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Creating an Energized Environment through Motivation and Discipline
Farheen Farooki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Organizing Your Weekend School
Farheen Farooki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

The Best Eid Ever: Activities and Ideas for the School and Classroom
Fawzia Gilani-Williams & Sahera Musa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Critical Thinking Development through Inquiry Based Analysis of Fine Arts
Basem Hassan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117

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Technology in Our Classroom
Shaheda Irshad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Arabic Class is Fun
Sanaa Jouejati & Swsan Newari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Genius School: What Smart Students Do
Susan Labadi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

The Best Eid Ever: Activities and Ideas for the School and Classroom
Sahera Musa & Fawzia Gilani-Williams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Arabic Class is Fun
Swsan Newari &. Sanaa Jouejati . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

High School Islamic Studies Curriculum: Ways to Promote Personal Development
Husain Nuri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Access to the Stream: Steps in Writing and Submitting Successful Grant Proposals
Khalifa Ramadan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Implementing an Adab and Akhlaq Based Behaviour Management Program
Sabura Rashad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

What Makes a Good Teacher
Mohammed Sadiq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Why Islamic Schools? Education as well as Tarbiyah
Mohammed Sadiq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199

Leading With Compassion
Louay Safi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Principles and Characteristics of Character Education: An Approach to Internalizing
Islamic Values
Patricia Salahuddin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

The Case for Eliminating Homework
Calvin Shaw (Presented by Lettia Shaw) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

The Path of Stability and Success for Your Islamic School
Farhat Siddiqui, M.Ed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

International Baccalaureate Programme: Strengthening Our High Schools.
Dalia Wardany & Sadeq Al-Hasan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
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Papers in Arabic

The Role of Instructional Kits in Language Learning and Teaching
Sajida Abu Ali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Education: Beyond the Classroom
Ghada Alo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243

Arabic Speaking Problems for Non-Arabic Speaking Students
Marium Babiker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Utilizing Education Technology and New Teaching Methods to Create Effective Arabic
Language Programs for Non-Arabic Speakers
Eman Emam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
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The Role of Instructional Kits in Language Learning and Teaching
Presented by Sajida Abu Ali
Biography

Sajida Abu Ali is an instructor at Notre Dame University, Principal at ICC Qur’an school and co-
finder of Al-Nour School in Cleveland Ohio. Ms. Ali graduated as a teacher in 1995 and has
taught a variety of subjects. She currently teaches Arabic and Qur’an. She has a Master’s Degree
in Modern Languages (Curriculum and Instructional Design); CORE Program for Foreign
Language (Arabic), 2006-2007and CRETE training, Summer 2007.

Introduction:

Individualized education and the use of self-learning in the west is a serious concerns mine. This
type of learning took place in schools long ago to interview individual differences between
students, allow them to have a better physical and technical education, develop skills and provide
guidance for behavioral skills to meet a variety of life situations. Recent trends in the successful
operation of individualized education and the promoted use of self-education methods pouches
the educational process of learning and education. Basic education schools are based on the
principle of individual differences among the educated. Students move on according to the speed
of self-identifying patterns. Modern teaching methods that achieve this end lead to success, and
their educational portfolios, a series that provide modern methods of teaching and serving
teacher. In fact, the field of education, which would provide the time and effort and use of
educational methods to optimize the use in the process of teaching and learning.
An educational kit is a group of devices, tools, and educational materials that serve a similar
group of methodology and extracurricular activities. They are securely stored inside a bag and
are easy to transport. Inside disaggregation is smooth and easy.
Educational objective of the kit: the production process of the kit is aimed to provide educational
learning tools, serve the educational curriculum, contribute to the development of the oricess of
education, and can be used and benefit from smooth and easy, and make transportation of the bag
easy and safe.
Justifications for the production of educational kit: reduce pressure on the school laboratory,
school library, and the chamber of techniques. Also, it gives easy access to equipment, tools and
educational materials that serve a number of activities similar in theme, (Kaldu example).
Stages of the educational kit –
Stage I: exploration funds Discovery Boxes (the words on the boxes contain educational
materials that serve a specific theme or idea this is based around all the contents of the fund.
Contents: Manual, analytical maps that show the easiest and best practices to achieve the desired
goals.
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Stage II: The interface units (Match Units): boxes containing a variety of educational materials
and multi-purpose uses, such as: photos and films audio, games, educational entertainment,
models, raw materials, etc. ... - Mini-interface units (Match Units Mini): targeted to focus on one
part of the main interface unit. - Bags of education (Instruction Packages): The pattern of
individual learning styles or what is known (individualization of education) is an integrated
system of self-learning in which the focus is on the learner. It takes into account the individual
differences of learners and focuses on the educational objectives can be behavioral tests, and
application individualized education allows a variety of means that the student active and
effective during the learning process.
The kit enables learners to practice skills and engage their senses. Also, it provides access to
information, and allows for observation and scrutiny in dealing with the material directly. It
works to a degree that achieves the desired goals.
Importance:
1 - To allow learners to choose different activities that can be carried out freely.
2 - Provide an opportunity for a kind of active interaction between teacher and learner.
3 - Encourage the development of two strands of responsibility and decision-making to the
learners.
4 - Can be used in various fields of school curriculum.
5 - Allows the teacher and learner to be entertained and benefit from the educational experience.
The teacher should take into account the following educational foundations in the preparation of
educational kit in order to achieve higher efficiency and less effort to learning and education:
Use a systematic method: set goals, select proper educational material, prepare an action plan,
use a mapping calendar.
Diversity of experiences: the diversity and areas of expertise include the learner Kbrat, sensory
experiences, the abstract, and practices of the operation. It aims to involve more than one sense
of learning, leading to the integration experience.
Multiple Means: aims to provide more than an educational aim of using the most appropriate
means for achieving each of the educational objectives on the subject of the kit. It will lead to the
greatest possible perceptions that are appropriate to each learner.
Realization of the principle of meaningful learning: setting goals that facilitate the process of
selecting the appropriate means of education and type of relevant experience. It renews the
required level of performance.
Positive and active learning: The clarity of objectives is clear to the learner. The learner knows
how to deal with the educational materials. This leads to positive interaction with the knowledge
and data that is available in an area of learning, and this so-called learning by doing.
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Easy Turnover: This requires keeping a bag of educational materials in the appropriate order
and organization. It allows easy access to materials that required.
Diversity in the types of education: The multiplicity and diversity of educational material
makes it easy to follow the different methods for the use of the educational kit, - For the teaching
of large aggregates.
Totals teaching medium: Education per capita. Educational benefits achieved by the use of
educational portfolios
1 - Achieve educational goals pre-defined and carefully planned.
2 - Sir program depending on the level and speed of learning.
3 - Prevent low self esteem in vulnerable students.
4 - Avoid a sense of fear of failure in the learner.
5 - Allow cooperation between the teacher and learner.
6 - Returning students take responsibility and provide assistance and guidance.
7 - The principle of strengthening continuously: The pupil to provide feed back through the
immediate knowledge of the learning results.

Design elements of the kit are composed of the following main elements:
1 – The cover the kit should include (the title of the kit, the person who prepared a kit, and
address of the unit, which serves grade it serves)
2 - Introduction: includes a description and overview of the educational portfolio, identifying
idea, objective, importance of educational material, contents of the kit, and relationship of the
educational curriculum.
3 - A guide to the educational kit contains instructions explaining the features of the kit, and
illustrates the path followed by the learner during the examination of the scientific article. This is
in relationship to which and how activities and tests of all kinds, and the key answer.
4 - Analysis of the characteristics of learners (target group): identification of the category (ies)
within the prepared kit.
5 - Diagnosing the needs of learners: explaining the reasons for selected unit or academic article,
and the needs of learners, and simplistic concepts vague and unclear in the minds of learners.
6 - Excuses and justifications: explain the purpose of the topic addressed by the kit and its
importance and its association with the needs of learners.
7 - Explain the educational objectives of the education portfolio.
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8 - Analyzing the content of the article the school: the vocabulary and new concepts and designs,
skills and tendencies and trends, problem solving, and the relationship of the subject to previous
school subjects.
9 - Activities and educational alternatives: The body of real and practical education portfolio,
and the essence of basic scientific article and presentation, and procedures designed to ensure the
achievement of specific goals and take into account the multiplicity of means, methods and
activities, methods and tests.
Options identified for the educational kit include:
- Documentary television programs: the provision of the picture is, movement and color and
audit and combining image and sound, movement and the involvement of more than sense, and
the possibility of the recurrence of view.
- Sound recordings: the advantage of being cheap, easy to prepare and provide accurate
information and different voices.
- Slides, Alslaeidat: are easily prepared and used, the choice was in line with the needs of
learners.
- Imagery and maps: preparation is easily obtained, and attracts the attention of the educated.
- Transparencies: Features are pre-prepared, and stabilize the information before the lesson, he
promised to obscure the need and benefit in the event of mass education.
- Calendar: The schedule of the key elements in the kit.
Guidelines for the design and use of educational kits:
The production of kit preferably involving several educated peopl, with the aim of producing a
good portfolio of high specifications, and serve several segments and needs. The kit should be
inspected by a specialist prior to use.
After studying the educational kit, students should undergo a literacy test.
Conclusion:
The method of education through educational bags allows the learner to engage in activities to
learn practical knowledge and acquired expertise and skills, which positions him to effectively
meet a variety of life’s practices.
Reference:
Mohammed Awad crucial, (1992). Pouches educational / how to evaluate and use, production
and employment. - Alklop, Bashir Rahim, (1988).

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