INSTRUCTOR: EMAIL: OFFICE NUMBER: PHONE: OFFICE HOURS: CLASS MEETING TIME/LOCATION:

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORKTogether We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.

COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)

Teaching

Content: Demonstrate understanding of the key theories and concepts of the subject matter

Pedagogy: Plan effective instruction to maximize student learning

Technology: Use current and emerging technologies in instructionally powerful ways

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Diversity: Foster successful learning experiences for all students by addressing individual differences.

Scholarship ;

Scholarly Inquiry: Actively engage in scholarship by learning from and contributing to the knowledge base in education.

Problem Solving:. Arrive at data-informed decisions by systematically examining a variety of factors and resources

Leadership

QATAR UNIVERSITYCOLLEGE OF EDUCATION

COURSE NUMBER: EDPR 447COURSE NAME: Teaching Primary Level Islamic Studies - 3 CHS SEMESTER AND YEAR:

Ethical Values: Apply professional ethics in all educational contexts.

Initiative:. Lead positive change in education.

Course descriptionBachelor's degree candidates learn in this course the principles of Islamic education and its characteristics, objectives, and teaching skills required for teaching Islamic Education, as well as modern teaching methods and strategies that emphasize positive learning activity such as active learning, collaborative learning, brainstorming and others. Students will also be introduced during this course to several Islamic Education branches including: recitation and Interpretation, Hadith and sirah, Faith, worship, and discipline in as much as the teaching objectives, teaching principles, teaching procedures and techniques, as well as the art of using technology in teaching Islamic education. As well, students will learn the role of assessment in Islamic education, let alone identify the attributes and characteristics of Islamic education teacher. Finally, they will learn how to design and undertake research in Islamic education. This course includes a field-based component.(10 ) hours .

Prerequisites: Admission to the Primary Education Degree Program

The Course objectives:This course aims to enable candidates to:

1. Understand the nature and characteristics of Islamic Studies.2. Design and use modern means and techniques in the implementation of the lessons in Islamic Studies.3. Create effective assessment tools in Islamic education.4. Acquire the moral values and the positive trends for the teaching profession.5. Observe and evaluate teaching practice in Islamic Studies.

COURSE LEARNING OUTCOMESAfter completing this course, students will be able to:

1. Describe the nature and characteristics of Islamic education and its teaching objectives.2. Design and use modern teaching strategies and tools in teaching Islamic education.3. Develop appropriate assessment tools for Islamic Education.4. Demonstrate the ethical values and the positive trends needed for the teaching profession.5. Practice self-critique and accept assessment from others. 6. Record and reflect on classroom practice in Islamic Studies.

TEXTBOOKS AND READINGSA reading packet will be prepared for candidates to purchase or access in the College of Education Resource Room.

Supportive text

1. Ibrahim Mohammed Atta: Methods of teaching the Arabic language and religious education, part II, Cairo: Egyptian Renaissance Library. N.D.

2. Hassan Hussein Zaitun: Teaching strategies: a contemporary vision of the ways of teaching and learning, Cairo: Aalam Al Kutub, 2003.

3. Rushdi Ahmed Taima and Muhammad al-Sayyid Manna: teaching Arabic and religion: A Science or an Art, Cairo: Dar al Fikr Al Arabi, 2001.

4. Rushdie Taima: Content analysis in Humanities, Cairo: Dar al Fikr Al Arabi, 2003.

5. Fathi Bayoumi Hamuda and Mohammad Ahmed Abdul Hadi: Education and methods for teaching Islamic sciences and Arabic language, Jeddah: Dar al Bayan Al Arabi.

6. Fakhreddin Amer: Teaching for Arabic and Islamic education, 2nd Edition, Cairo: Aalam Al Kutub, 2000.

7. Kamal Abdelhamid Zaitun: Teaching models and skills, Alexandria: Office of scientific publishing, 2002.

8. Ahmad Hamid Mansour: Introduction to educational technology. Mansoura. Dar el Wafaa, 2001.

9. Al Ghareeb Zaher Ismail: Information technology and educational innovation. Cairo: Aalam Al Kutub, 2001.

10. Hussein Suleiman Koura: Arabic language — analytical studies and practical attitudes in learning Arabic and Islamic religion. Cairo. Dar Al MAarif.

Supportive Links:

1. http://www.americaschoice.org/literacy

2. http://en.wikipedia.org/wiki/Literacy

3. /www.literacy.sa.edu.au/content.php

4. http://www.nifl.gov/partnershipforreading

5. http://www.muslmh.com/vb/t278.html

6. http://iraqalm7ba.montadamoslim.com/montada-f33/topic-t66.htm

7. http://www.almegbel.net/inf205/articles.php?action=show&id=48

COURSE REQUIREMENTS1. Each candidate is expected to attend class and contribute to the community of learners by being

a positive participant in discussions, presentations, and hands-on projects. 2. Cell phones shall remain off during all of class. 3. Candidates are expected to be on time to class and to remain in class the entire session.4. All assignments should be submitted by uploading them to the course Blackboard site drop box

no later than the specified due date. Assignments turned in later are subject to point deductions. 5. All written assignments should have a cover sheet with assignment title, candidate name, course

title, and date. 6. All written assignments should be word processed, double spaced, and in 12 point standard font. 7. All written assignments shall use appropriate citations and references in APA style. 8. All written assignments should use correct grammar and spelling.

9. In-class Mid-Term and final exams will be given in this class. Each candidate is expected to be present for these exams except in cases of certified emergency

10. All students must access the Blackboard system at least three times a week, to check for updates.11. All students must have a working email QU address, to enable efficient communication.

Use of BlackboardCandidates are expected to access information and communicate through the class Blackboard.

COURSE MATRIX

Unit Learning Outcomes Objectives Learning Outcomes AssessmentContent 1 1 Unit Plan

ExamsPedagogy 2, 3, 5 2, 3 Micro-teaching

Unit PlanUnit Test (in Unit Plan)Exams

Problem solvingEthical Values

4, 5 4, 5, 6 Observation Activity

Course Outline

Week Content Task

Weeks 1&2 * Course Introduction- What is Islamic Education?- Characteristics of Islamic education. - The importance of teaching Islamic education.- Characteristics of Islamic education teacher* The objectives of teaching Islamic education:- Sources to derive the objectives of Islamic education- The Classification of objectives in Islamic education• The Formulation of behavioural objectives.

- Readings.- Practicing the

Formulation of behavioural objectives.

Weeks 2&3 An overview of teaching skills:-initiating (starter), stimulating motivation, diversifying stimuli, closure, reinforcement, enriching classroom environment, using questions

- students presentations- self critique- assessing students’ presentations- reflection journal writing

Weeks 5,6 &7 Teaching methods and learning Activities:Dialogue, debate, brainstorming, collaborative learning, role-play and theatre –based learning, active learning, self-organized

Students presentationsLesson Planning

learning, thinking maps.

Week 8 Mid-Term ExaminationWeek 9 * Teaching recitation and Exegesis

-(Quranic Interpretation):-The objectives of teaching recitation and interpretation.-Principles of teaching recitation and interpretation.-Steps of teaching the holy Quran and its interpretation-Some provisions for refined recitation * teaching Hadith and Sirah: definition, objectives and teaching procedures

- Readings- Students presentations- Lesson planning

Week 10 - Teaching Creed (doctrine), Worship and Discipline: definition, objectives and teaching methods.

-Readings.-Students presentations-lesson planning

Weeks 11 & 12 Research Design Carrying out research

Weeks 13 & 14 Using technology in teaching Islamic education

Designing a lesson with the Aid of Computer

Weeks 15 & 16 -The Role of Assessment in Lesson Planning-Constructing a Good Test in Islamic Education

-Readings- Building Achievement tests samples in Islamic Education

Assessments1- Students’ Work and Projects: 60 points

Micro Teaching: 20 pointsDesigning a Unit Module: 20 pointsObservation Activity: 20 points

2- Midterm exam: 20 points3- Final exam: 20 points

COURSE REQUIREMENTS

First: Micro-teaching:

This is a very important activity that aims to train students to different teaching skills such as the lesson introduction and diversity as well as the use of stimulants and general questions to increase students’ motivation. It also aims to train candidates on classroom management techniques and the proper use of modern interactive teaching strategies in the area of specialization. The micro-teaching is part of the 10 field based hours required for this course (see Observation Activity). Candidates are expected to participate actively and attentively, bearing in mind the grade assigned for this requirement that counts up to 20 points. The

candidate is also expected to receive instant feedback that will develop her teaching skills. (Attached is the lesson observation template).

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Second: Unit Plan

This activity aims to train candidates to design and build an instructional unit in the area of specialization based on the national curriculum standards. The unit must include 5 consecutive lessons using lengthy lesson plan template in addition to supporting materials (worksheets for student activities, hand-outs and note papers, etc.). A lesson plan template and a lesson plan rubric are provided as appendices. Before the unit is handed in to your course teacher for evaluation, you should refer to the list of the National Standards to make sure that you have completed all the items.

Three: Observation Experience

. Each candidate will be evaluated in the field setting (independent school ). The candidate will submit a lesson plan prior to the observation visit and get feedback on the plan. While teaching a lesson of no less than 20 minutes, she will arrange to be observed by two class mates who will use an observation form (proposed by the instructor) to record peer observation notes. The observation form may be downloaded from the class Blackboard site. Each candidate will do at least two peer observations. Each candidate has to do micro teach and write a reflection (no less than one page) on her microteaching (what worked well, what did not work and how to improve her teaching

A journal rubric is included as an appendix.

This activity:

Allows you the opportunity to critically evaluate authentic classrooms and teaching practices. Allows you to apply your gained knowledge to reflect on real life examples.

Offers you the opportunity to present and classify your ideas in a manner that displays your understanding of the logical thinking and the proper organization procedures that you have learned .

A journal rubric is included as an appendix.

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GRADING SYSTEMA = 100 - 90B+ = 89.99 - 85B = 84.99 - 80C+ = 79.99 - 75C = 74.99 - 70D+ = 69.99 - 65D = 64.99 - 60F = 59.99 – 0

SPECIAL NEEDS

In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.

Special Needs Section

Student Activities building

Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM

STUDENT COMPLAINTS POLICY

Students at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The nature of the complaints may be either academic or non-academic. For more information about the policy and processes related to this policy, you may refer to the students’ handbook.

ACADEMIC HONESTY

Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.

LEARNING SUPPORT

Qatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the Learning Center may be found at http://www.qu.edu.qa/students/services/slsc/

Qatar National Professional Standards for Teachers

1. Structure innovative and flexible learning experiences for individuals and groups of students.2. Use teaching strategies and resources to engage students in effective learning.3. Foster language literacy and numeracy development.4. Create safe, supportive, and challenging learning environments.5. Construct learning experiences that connect with the world beyond school.6. Apply information and communication technology in managing student learning.7. Assess and report on student learning.8. Apply knowledge of students and how they learn to support student learning and development.9. Apply teaching/subject area knowledge to support student learning.10. Work as a member of professional teams.11. Build partnerships with families and the community.12. Reflect on, evaluate, and improve professional practice.

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