On 4 January the fully developed 21st century British Muslim programme was presented to the two first adopters of 2016, as well as external delegates from the AMS South Hub INSET, forty seats in all.
21st century British Muslim is an 11-hour course developed over 18 months to meet the highly specialised needs of Muslim faith schools in the UK, in relation to results, radicalisation issues and leadership.
It puts Ofsted-compliant, effective student-centred learning at the fingertips of all staff, including unqualified teachers, across all subjects, driving attainment and progress, while integrating behavior and higher level thinking.
The objective is to move Teaching & Learning in attending schools to oustanding in 12 months. The relationship between Cooperative Learning and disadvantaged pupils has been discussed in detail in EEF Teaching and Learning Toolkit; a Cooperative Learning gloss.
Thank you to everyone, especially for you intelligent questions and positive feedback. I was informed by school management yesterday evening that you have already run out the first exercises successfully. Just remember, small steps with easy tasks and clear objectives.
As promised, I have collected some links that I referred to in the presentation (this is by no means an exhaustive list!):
On running and staging Cooperative Learning lessons:
Workshop debriefing: As I have states in numerous places, the candid verbalization of opinions during the debate gives teachers a unique insight into the knowledge and thought processes of each individual student as thet work through tasks and materials.
Balancing teacher and student centredness, with practical examples.
This lesson reflect Stalham Academy’s best-practice experience, which secures an ideal mix of group and individual work, saves teachers mental planning and provides children with a repeated, recognisable format.
I admit it; I was in school at a time when the 60s generation free thinking was not a rebellious idea, but a norm – both inside and outside the classroom – and communism was in vogue among intellectuals and …
Independent, critical and creative thinking and the ability to solve problems is central to Cooperative Learning, by the very nature of the case. In Denmark and other Scandinavian countries these skills have long had a high priority and are considered fundamental to citizenship in a democratic society.
Mohammed Elshimi (University of Exeter) : Identity, Citizenship, and Security: What is Deradicalisation? (PART 1, read PART 2)* (Notes from BRAIS conference, University of Edinburgh 10-11 April 2014, Panel 3: Identity and Integration In Muslim-Minority Societies)
Highly important to the theme of the Islamic Education Conference seminar on June 2, this entry builds on the previous post on deradicalisation which summarises some key findings in Mohammed Elshimi’s recent presentation…
Commenting on the famous Sutton Trust-EEF Teaching and Learning Toolkit, this article posits the structural approach as the most effective form of collaborative learning, bar none.
– Empowering Identity and Community Building through Cooperative Learning
According to one American researcher, Palestinians get it; do we?
From the first big trial in Date Valley School last year. Sums up the course.
Relevant event in London
Finally, I noted my presentation at the MTAs next London event on 23 January 2016 at Berrymede. This is a piece on a previous event by the Muslim Teachers Association.
Please download the flyer here.
This event “Muslim Teachers of the Future” yesterday raised the level, urgency and sheer importance of investigative sessions such as Healing Fractures II.