Hots Using Quranic Verses in English Arc Journals

Hots Using Quranic Verses In English Arc Journals-PDF Download

  • Date:21 Jan 2020
  • Views:133
  • Downloads:0
  • Pages:13
  • Size:210.28 KB

Share Pdf : Hots Using Quranic Verses In English Arc Journals

Download and Preview : Hots Using Quranic Verses In English Arc Journals

Report CopyRight/DMCA Form For : Hots Using Quranic Verses In English Arc Journals


Dr Lubna Almenoar, Anderson 2005 further divided the six cognitive process areas of inquiry and nineteen subareas. were identified as shown in Figure 2 Cognitive Process Areas. 1 REMEMBER Retrieve relevant knowledge from long term memory. 1 1 RECOGNIZING e g Recognize the dates of important events in U S history. 1 2 RECALLING e g Recall the dates of important events in U S history. 2 UNDERSTAND Construct meaning from instructional messages including oral written and. graphic communication, 2 1 INTERPRETING e g Paraphrase important speeches and documents. 2 2 EXEMPLIFYING e g Give examples of various artistic painting styles. 2 3 CLASSIFYING e g Classify observed or described cases of mental disorders. 2 4 SUMMARIZING e g Write a short summary of the events portrayed on videotapes. 2 5 INFERRING e g In learning a foreign language infer grammatical principles from examples. 2 6 COMPARING e g Compare historical events to contemporary situations. 2 7 EXPLAINING e g Explain the causes of important eighteenth century events in France. 3 APPLY Carry out or use a procedure in a given situation. 3 1 EXECUTING e g Divide one whole number by another whole number both with multiple digits. 3 2 IMPLEMENTING e g Determine in which situations Newton s second law is appropriate. 4 ANALYZE Break material into constituent parts and determine how parts relate to one another and. to an overall structure or purpose, 4 1 DIFFERENTIATING e g Distinguish between relevant and irrelevant numbers in a mathematical. International Journal of Managerial Studies and Research IJMSR Page 30. Hots Using Quranic Verses in English,word problem, 4 2 ORGANIZING e g Structure evidence in a historical description into evidence for an against a. particular historical explanation, 4 3 ATTRIBUTING e g Determine the point of view of the author of an essay in terms of his or her.
political perspective, 5 EVALUATE Make judgments based on criteria and standards. 5 1 CHECKING e g Determine whether a scientist s conclusions follow from observed data. 5 2 CRITIQUING e g Judge which of two methods is the best way to solve a given problem. 6 CREATE Put elements together to form a coherent or functional whole reorganize elements into a. new pattern or structure, 6 1 GENERATING e g Generate hypotheses to account for an observed phenomenon. 6 2 PLANNING e g Plan a research paper on a given historical topic. 6 3 PRODUCING e g Build habitats for certain species for certain purposes. Anderson 2005, Akron Global Polymer Academy of The University of Akron 2010 recognizes the benefit of. developing higher order thinking skills in students. Probing questions such as why can you elaborate what evidence can you present to support. your answer encourage students to unpack their thinking to show how they have reached. particular conclusions Teachers can use probing questions to press students to consider and. weigh diverse evidence to examine the validity of their own deductions and inductions and to. consider opposing points of view Probing questions ask students to extend their knowledge. beyond factual recall and parroting of learned theories to apply what is known to what is. unknown and to elaborate on what is known to deepen their understanding of this knowledge. Probing questions contribute to a classroom climate of inquiry and thoughtful examination of. ideas Students who are regularly exposed to questions that force them to defend their responses. with reasons and evidence may internalize this critical thinking habit of mind. The University of Akron 2010, Louisiana Gov 2008 discusses how teachers would develop and use high order level thinking. skills in the classroom, 1 Set up a classroom environment which is conducive to high level thinking.
A Multi level Materials,B Flexible Grouping,C Print Rich Environment. D High Expectations,E Teacher as Co Learner,F Nurture Risk Taking. 2 Engage students in activities which foster high level thinking. A Collaborative group activities in which students can communicate with others in a variety of. B Problem solving activities that require more than routine calculations. International Journal of Managerial Studies and Research IJMSR Page 31. Dr Lubna Almenoar, C Open ended activities with more than one right answer. D Activities which accommodate multiple intelligences. E Activities in which both genders participate freely. 3 Construct questions that call for high level thinking. A Ask yourself Do I always know the answer to my questions. B Use a variety of assessment methods that match teaching strategies For example use a. project for assessment instead of an end of unit test. Louisiana Gov 2008, Senior 2005 uses higher order questioning in helping gifted and talented children. 2 1 Higher Order Questioning and Developing A Creative Approach. This approach can help gifted and talented children to. Develop critically creatively reflectively and develop logical thinking habits. Approach problem solving using a developed imaginative approach using their initiative and. flexibility when seeking solutions,Identify and prioritise key issues.
Appropriately define and redefine the problems to be solved. Use careful analysis of questions enabling an empathetic approach to questioning thinking. from a wider view, Make connections and establish patterns and relationships. Question assumptions about approaches to research and develop research ideas. Make decisions on the basis of experience and supporting evidence. Evaluate processes and outcomes, Develop an embedded inquiring and professional approach to researching and explore both. appropriate questioning techniques and methodologies to answer analysis and testing. Develop further questions, Wilen Ishler and Hutchinson 2000 have summarized the crux of effective questioning. techniques for teachers, 1 Effective questions are clearly phrased reducing the possibility of student confusion and. frustration A major problem occurs when a teacher asks a series of run on questions while. attempting to sharpen the focus of the original question. 2 Teachers should wait at least three to five seconds after asking a question that requires higher. order thinking wait time I and three to five seconds after a student response to provide. precise feedback wait time II, 3 Effective teachers encourage all students to respond rather than depending on volunteers or.
answering the question themselves Longer wait time probing questions and a pattern of. expectation for student responses are all helpful strategies in promoting student responses. 4 The research on student call outs suggests that although call outs need to be controlled their. response can be a helpful technique in promoting student participation among reticent and. low socioeconomic students, 5 The research on the effectiveness of higher level teacher questions those questions on. Bloom s taxonomy that require analysis synthesis or evaluation is mixed However the. consensus is that higher level questions encourage higher level student thinking. 6 Teacher feedback should be specific and discriminating Students should be acknowledged for. their contribution praise should underscore genuine accomplishment while criticism and. International Journal of Managerial Studies and Research IJMSR Page 32. Hots Using Quranic Verses in English, remediation should point out areas in need of improvement focusing on the behavior skills. and knowledge rather than the individual, 7 While researchers consider the frequency of teacher questions well into the hundreds a day. as too high there is an increasing emphasis on the need to encourage more student initiated. questions an indication of student involvement and increased student comprehension. Wilen Ishler and Hutchinson 2000,2 2 Main Objectives of a Critical Reading Session. Saunders et al 1999 revealed four strategies which work and these four strategies are tied with. the literary text or reading material used in class These four points can also be used as a basis or. objectives or intended learning outcomes that a teacher would want to achieve at the end of a. critical reading session including the four language skills Thus at the end of a critical reading. session a teacher would want students to have exercised and practiced in these areas. 1 Build students background knowledge,2 Draw on students personal experiences.
3 Promote extended discourse through writing and discussion. 4 Assist students in rereading the pivotal portions of the text. Saunders et al 1999 4,5 Use of four language skills. Vogt and Echevarria came up with a technique used to enhance language skills through critical. reading The technique is called HOTS The highlights of this technique are. 2 3 Question Answer Relationship QAR, This program teaches students strategies for answering questions It also points out the sources for. different kinds of questions Here are the three types of answers. Right There The answer is located directly in the reading. Think and Search The answer is between the lines The reader needs to analyze make inference. and or predict the answer based on the information in the reading. On My Own The answer is beyond the lines The reader must base the answer on his her own. experience, From the above QAR program the HOTS type of questions is rarely looking for responses that. are Right There It is more probable that the HOTS questions will look for responses that are. Think and Search or On My Own the answer is Beyond the Lines. Four thinking questions for a partner to answer,1 Why do you think Or why do did. 2 How does relate to your life or experiences,3 Compare to.
4 What if Predict, Papers are exchanged and answers are given to each other s questions Finally with a partner a. chart or diagram is drawn to illustrate the main points of the chapter. Vogt and Echevarria 2008, International Journal of Managerial Studies and Research IJMSR Page 33. Dr Lubna Almenoar, 3 THE USE OF SELECTED QURANIC VERSES IN ENGLISH AS LITERARY TEXT OR. READING MATERIAL, The writers of the English language translations of the meaning of the Quran strive to produce as. close an approximation of the Quran as possible The English translated versions of the Quran. have been found to contain a rich variety of linguistic and literary features Extensive research has. been done in the area of using extracted Quranic verses in English as literary texts or reading. material in the Language and Literature classroom by this writer Two distinct areas have been. done in depth with the use of the English translated versions of the Quran as literary texts or. reading material in the Language and Literature classroom at the undergraduate level the teaching. of imagery using Quranic imagery and the teaching of literature through the stylistics approach of. analyzing the literary and linguistic features in Quranic verses in English Some research has also. been done inevitably in the field of Quranic material development and production A. demonstration of classroom application of Quranic verses in English can be found in APPENDIX. 4 QURANIC LITERATURE LOG OF A RESEARCHER, This particular paper marks the nineteenth paper of a well thought out plan of this writer for a.
life long pursuit of a Quranic Literature Log of her own but perhaps not in the same meaning to. that used for a student s Literature Log This writer will start having a folder of her own called. Quranic Literature Log where a list of selected Quranic verses in English by various translators to. be used as literary texts or reading material are merged with the technique through various sources. for teaching in the Language and Literature classroom Through this log a series of new research. papers will be written and published, For this study specifically the entry which relevantly and tentatively informs is as shown in Table. 1 Quranic Literature Log,Table 1 Quranic Literature Log. Quranic Verses 1 38 Surah 47 Muhammad APPENDIX 1,Topic of verses Believers and Disbelievers. Source of Text www jannah org,Technique HOTS, Source of Technique Vogt M E and Echevarria J 2008 99 Ideas and Activities for Teaching. English Language Learners with the SIOP Model Boston Mass Pearson Education. 5 THE LESSON PLAN,Technique HOTS,Text Verses 1 38 Surah 47 Muhammad APPENDIX 1.
Level Advanced undergraduate,Duration Two Hours, The following are the main objectives of a Critical Reading session. Objectives, 1 Build students background knowledge Done in bringing focus to the benefit of reflections. and discipline because there exists Allah Students awareness is raised because there is a. constant comparison of true Believers and disbelievers. 2 Draw on students personal experience Done in one of the HOTS questions as a writing. assignment, 3 Promote extended discourse through writing and discussion Done in discussing and. clarifying the meaning of verses in groups Done in groups for the writing assignment The. HOTS questions, International Journal of Managerial Studies and Research IJMSR Page 34. Hots Using Quranic Verses in English, 4 Assist students in rereading the pivotal portions of the text Done in discussions one verse at a.
time within a group with one set of verses in preparation for the HOTS questions. 5 Use the four skills, i Listening Done in listening to group members explanation for the preparation of a. HOTS Higher Order Thinking Skills type of The research on student call outs suggests that consensus is that higher level questions encourage

Related Books