Prepared by: Mohammad Navaid Qureshi

1. Prepared by: Mohammad Navaid Qureshi

2. Life of the Holy Prophet (Peace be upon him) Three things are necessary for the slvation of man:to know what he ought to believe,to know what he ought to desire,and to know what he ought to do

3. DEDICATION Most Humbly I present this action plan as a “nazrana” in the most eminent Bargah of the BENEFACTOR OF HUMINITY ,HAZRAT MUHAMMAD MUSTAFA (sallallahu ‘alaihi wa Alehi Wasallam), who with his sublime morals and profound knowledge,brought glory to mankind at a time when it was plunged in darkness.

4. REQUEST I request the viewers kindly not to write “Mohd” in place of “MUHAMMAD” even in their own names. This is a form of disrespect to the most “PRAISED” name of the universe.

5. The Title A whole new world awaits us soon, And it is not on our silvery moon But way out there amongst the stars, Way past Venus, Mercury and mars. The whole new world will be truly whole, For the wounds of old will be healed with soul.

6. GOAL To develop 21ST century skills in my students by applying 21st century approaches

7. TASK How effectively I can implement Blooms taxonomy in my teaching style ?

8. BLOOMS TAXONOMY What does it mean ? • "Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). • Cognitive: the most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. (Based on Bloom, 1956)

9. Bloom's Taxonomy of Learning Domains The Three Types of Learning There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: Cognitive Affective Psycho-Motor

10. Cognitive Cognitive: mental skills (Knowledge) Cognitive Domain The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.

11. Cognitive New Version Old Version

12. Bloom's Revised Taxonomy Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them. This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

13. APPLYING BLOOM’S TAXONOMY Knowledge 

14. Comprehension

15. Application

16. Analysis

17. Creating

18. Evaluation

19. BLOOMS TAXONOMY TOPIC AND SPECIFIC LEARNING OBJECTIVES ACCORDING TO SUBJECT: Islamiat LEVEL: Prep-I Second Page K – Knowledge, U- Understanding, A – Application, A – Analysis, E – Evaluation, C – Creating (Synthesis) TBA-To be Assessed

20. Fostering Critical Thinkingand Collaboration Description: Engaging students in higher-order thinking and promoting collaboration are two key behaviors found in student centered, 21st century classrooms. The objective of this module is to have you understand how to cultivate higher-order thinking in students, develop skills for promoting and facilitating collaboration, and become familiar with the structure of each activity—a four-step iterative cycle of plan, do, review, and share. Second Page

21. Plan It Step 1 is Plan It. The icon or picture symbol for Plan It shows a pencil. A pencil is shown because planning typically is done with a pencil and paper. A pencil is better than a pen because pencils often have erasers, so you can change your plans if needed

22. Do It Step 2 is Do It. The icon for Do It shows a computer mouse. A computer mouse is shown because doing typically is done with a mouse, along with a keyboard and a computer. During Do It, you follow your plan and complete what you have been asked to do or solve

23. Review It Step 3 is Review It. The icon for Review It shows a magnifying glass. A magnifying glass is shown because a magnifying glass often is used when we want to see something more clearly and in greater detail

24. Share It Step 4 is Share It. The icon for Share It shows an open hand. An open hand is shown because we often use our hands when we share our work with others.

25. Suggestive Teaching Method • Brainstorming • Constructive discussion methods / debate • Presentation • Activity based method • Role play • Mind map • Demonstration through multi media etc • Research Method

26. Timeline Each new day is a blank page in the diary of your life ; the secret of success is turning that into the best story you possibly can.

27. Timeline August September October Verses of the Holy Quran and Ahadis-e-Nabwi Biography / Life of the Holy Prophet (P.B.U.H) Project Work / Story of the Holy Prophet / Character sketch October December Ethics / moral and Ethical values of Islam / Revision Examination

28. Instructional Strategies And Tasks

29. Instructional Strategies And Tasks

30. Challenges and Solutions Finding a balance between what you are able to do and what you want to do is a constant challenge

31. Conclusion “Creativity is what every one possesses, but to mould that Creativity and push it in the right direction is some thing a few people are the masters of. It is the quality that makes one a distinguished person-a person who brings about a tangible influence in the life we benefit from” I believe that “The City School” Intel Teach Program efforts have not gone futile but yet have been moulded by our determination into an unmatched and incomparable Intel workshop, much innovative than its predecessors.

32. ACKNOWLEDGEMENT FACILITATOR MRS. ANSARI MS.UZMA ANUM MR KAMRAN RASHEED