OPTIMIZING �THE LEARNING OUTCOMES �IN QURAN CLASS

Dalia El Deeb ISNA West Coast Education Forum January 2017

QUR’AN EDUCATION

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Enhancing our students’ ability to access the Holy Qur’an guards their faith & builds their true Muslim character.

- Bonding with the Qur’an , Adab with the Qur’an�- Fluent reading with proper Tajweed �- Knowledge / Understanding / Making Connections �- Memorization �- Acting upon the Qur’an

General Desired Learning Outcomes

Introductory Activity

CURRICULUM MAPPING

• Identify Desired Outcomes
• Design the Curriculum with the End in Mind: “Backward designing”

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ROAD MAP FOR ARTICULATING K-12 �QUR’AN CURRICULM

Identifying Key Content Areas

of the Qur’an curriculum

Designating the Desired objectives in Each Area and Setting Content Standards

Sequencing Grade Level Objectives

Aligning Standards/ Benchmarks/ Learning Outcomes per Grade or Stage

Setting Annual Plan

QUR’AN CURRICULUM OUTLINE : KEY AREAS

KEY CONTENT AREAS

SETTING CLEAR SPECIFIC BENCHMARKS IN EACH AREA

• Reading/Tilawa:

. Integrating the Nuraniyah in Qur’an curriculum provides

a skill-based skeleton & allowes efficient utilization of time

. The implementation of the Nuraniyah method is the main

initiating force behind current reform

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READING & TILAWA BENCHMARKS

1. Preliminary/Beginner Stage: Essentials of Reading
2. Low Intermediate Stage: Madd
3. High Intermediate Stage: Sukoun
4. Advanced Stage: Shaddah and beyond

NURANIYA INTEGRATION

Identify separate & combined Letters

Read Words* with Harakaat/Tanween

Read words with Madd letters**

Words with Sukoun***

Read words with Shadda, Connect words, Stops properly at word endings, Demonstrate excellent Tajweed Skills

Nuraniya Lessons 1-6

Lessons 7-9

Lessons 12-17

Lesson 10-11

Lessons 4-6

*Read Observing: * Tafkheem ** Madd *** Makharij/Sifaat, Rules on Noon

ESSENTIAL ELEMENTS OF REFORM

• Clear Qur’an Curriculum Objectives
• Designated Key Areas & Core Content Standards 
• Benchmarks and Grade Level Expectations
• Measurable Learning Outcomes for Assessment
• Qur’an Teacher Professional Development

CONTENT STANDARDS AND BENCHMARKS

Content standards:

• Are broad statements that identify knowledge and skills our students should acquire in the classroom.
• They remain constant throughout �K-12. What changes is the difficulty of the content and the complexity of student work.

Benchmarks:

• Detailed identifiers of the knowledge and skills that students should acquire per grade or a spam of grades.
• They provide hierarchical learning targets for a span of grades, such as grades 1-2 or 3-5

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CONTENT STANDARDS AND BENCHMARKS

Reading Content Standard

�1. Students can read words at a

variety of levels of difficulty

observing related Tajweed

rules

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Reading Benchmarks Grades KG-1

1. Students can read words at a variety of ……: �A. Students can identify Separate Arabic letters and name it accurately�B. Students can pronounce Arabic letters with Harakat and Tanween �C. Students can identify different forms of Hamza and pronounce it with Harakat and Tanween. �D. Students can determine the first, middle & last letter when listening to a 3-letter word�E. Students can sort letters into heavy/ light letters�F. Students can identify connected Arabic letters & count and name the letters in words in the Qur’an�

G. Students can pronounce words with Hijaa,

reading the letters from write to left�H.Students can read 3-letter words without

Hijaa�I. Students can read 3-letter & 4-letter words

without Hijaa, observing Tafkheem and

Tarqeeq�J. Students can find words with Harakat &

Tanween in the Qur’an�K. Students can break down words into

component letters and compose words from

separate letters �L. Students can experiment making new words

by changing the middle letter�L. Students can identify heavy and light letters

in the word and draw diagrams illustrating

Tafkheem and Tarqeeq

……. Reading Benchmarks KG-1

MEASURABLE LEARNING OUTCOME

A “Learning Outcome” should start with an Action Verb that suggests a particular measurement method. �

• An outcome starting with the verb "list" could be measured by a question in which the students produce a list of desired knowledge or skills they have learned. (e.g. List letters of Tafkheem حروف الاستعلاء or letters of Idgham حروف الادغام)

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• An outcome starting with the verb "demonstrate" suggests that students would have to perform a demonstration of a skill they have learned (e.g. Recite observing Rules of Noonمراعاة أحكام النون))

Measurable Verbs to Assess Learning Outcomes�Bloom’s Taxonomy

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A group of educators, led by Benjamin Bloom (1956), identified a hierarchy of six categories of cognitive skills; knowledge, comprehension, application, analysis, synthesis and evaluation, with a list of measurable verbs under each category to assess learning outcomes

Essential Questions

Bottom skills in Bloom's Taxonomy require students to:

. Remember (repeat, recall, list, define … )

. Understand (describe, identify, select, explain,

classify …)

. Apply - Use information in new situation( implement,

solve, interpret, sketch…).

Essential Questions

Top skills in Bloom's Taxonomy require students to:�

. Evaluate - Make a choice between options based on

criteria (select, defend, argue, support…)

. Analyze - Develop a conclusion through questioning

(Differentiate, relate, compare, contrast, distinguish)

. Create – Produce original work ( Design, Develop,

construct, formulate, author)

READING AND TILAWA BENCHMARKS SEQUENCING

PLANNING

• Learning Outcomes √
• Annual Plan
• Unit Plans
• Lesson Plan
• Teaching Methods
• Learning Activities
• Assessment