Lesson Plan Islamization – Part 3

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Bilal Philips

Channel: Bilal Philips

Episode Notes

May 27, 2017

Episode Transcript

© No part of this transcript may be copied or referenced or transmitted in any way whatsoever. Transcripts are auto-generated and thus will be be inaccurate. We are working on a system to allow volunteers to edit transcripts in a controlled system.


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I was kidding.

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It was Harvey

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as soon as he did all three Institute to align the last decent blessing on the last prophet Muhammad Sallallahu sallam, and then all those who follow the path of righteousness until the last day.

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This is the fourth

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in our series, fourth workshop in our series.

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In this workshop, I will show you some sample

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lesson plans, which were developed by different schools in different parts of the world.

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And which have been revised according to the principles that we spoke about, you can see how it was done. You have already turned in your lesson plans, those of you that brought lesson plans. And those lesson plans are currently being scanned so that we can look at them together in the next workshop, session five, we can look at them together to address your own circumstance here. And the lesson plans that you have as a sample to give you a feel for how this can be done or shouldn't be done.

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Now, I would like to suggest to you that

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if you want a certificate

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for having done this course,

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you register online, you go to the website, www

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I always.edu

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dot g m.

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And there you go to the free diploma.

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Campus the free diploma campus

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you register for the free diploma. There's no cost involved. It's called the free diploma.

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And you will see a range of

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subjects that you can take

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the lesson plan Islamization course, will be there. Among the new courses that are available, lesson plans.

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And unique just go on to that course after registering go on and you take that course, taking the course for you means

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doing the exams.

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There are tests for each section, but it's all what we have covered. If you want to go back over it again. Before doing the test you may do so at any case, or at any rate, you complete those tests there. And once that's done you

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your

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request for certificate and

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an electronic certificate will be sent to you. You can have this certificate printed on regular paper a4 or you can get it printed in a print shop on you know thicker cardboard or die paper and frame it and keep it as your certification that you did the lesson plan Islamization course. Okay.

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I will be doing other courses and offering other courses in the future towards increasing your knowledge in this field.

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And as I recommended

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You have also the option of taking a certificate or diploma in education from our Islamic College of Education

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to further enhance your skills, about which we spoke the importance of having the proper skills to do this job. So, that we can know at the end of the day, we have done the best that we possibly could

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we have given the children their rights

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and given the management their rights

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and we have received our rights.

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Now, looking at

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practical

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exam example of

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daily lesson plans, this is from a school in

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Addis Ababa, Ethiopia,

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this is biology, grade nine, the topic is the cell.

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So,

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this was the lesson plan

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which was created by one of the teachers

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in their lesson plan they indicated duration of the class etc. The objectives, we see the objectives there the components and function of the standard itself, to clarify to the wording should be to explain or to clarify or to understand about the variation of sizes, shapes and sizes of the cells according to their function. Then we added from principle three, what was principle three,

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relevant Quranic verse, then the meaning of the Quranic statement, that man was created from clay

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because this will be a confusion there they have studied, you know about how the cell is composed. There is no k here.

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So it would seem to contradict what the Quran says. So this is where, you know, as a teacher, you will bring the Quranic verse, just the section that says, And Allah created Adam from clay.

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So, how would you

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clarify for the students that there is no contradiction between what they're studying about the composition of the cell and the fact that the Quran states

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human beings were made from

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somebody?

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We don't have the science teaches.

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That is the making of clay.

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Clay.

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Clay

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Do you think that will be clear to the students?

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Okay.

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Would that solve the problem for the kids?

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finding

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another science teacher, okay.

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That Adam was created from clay and then the rest of his descendants repeat themselves

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is that

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we need a science teacher here. We don't have any science teachers.

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The bottom line is what

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my major in university was biochemistry. Okay.

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So

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it's obvious to me,

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Clay,

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clay is Earth, Earth is composed of chemicals.

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You know, we see it as Earth, but if you break it down, which is composed of various chemicals,

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and these cells are made of chemicals. So there is no contradiction here. Because the, when you break down the sound, it's going to break down into components. So you as a teacher of science, you can give them exactly what those components are.

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And you show that in earth, those same components are there.

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So, when you say, just like, human beings are made from clay, are we clumps of clay walking around today?

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Okay, so in the same way, though, meaning that our essential materials were taken from the earth,

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it doesn't mean that we are Earth.

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Understand, I think they can grasp that point.

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So in the class of the class structure is set up, the

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students are asked about the previous session, lesson, whatever it was actually in, if you're making a lesson plan, then what the previous lesson was, should have been included. You know, we can't really talk about it because we don't know what it was related to the student teacher who

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produced this.

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Then

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our Islamization comes in here in the introduction of the class, principle one, which is the aural and visual class environment. Of course, we greet the students, salaam aleikum, we have pictures and charts related to cells.

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But those pictures and charts,

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which are normally made, they are made in a vacuum. They are not made with any kind of

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intent. To convey anything beyond the chart itself, we need to prepare our own charts. We don't just go and buy whatever is sold in the bookstore, we can take what was in the bookstore, and we work with it, we have our art department. So it gets down the art department to show the form of the sell etc, but bring in something in that chart, which will, whether it is that same issue of clay and its composition that is added their Quranic verses added to the chart. So this becomes also further reinforcement of Quranic relevance to modern science.

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principle to

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historical relevance.

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What we would do here would be to go back and find our book 1001 Muslim inventions, we will find the

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Muslim biologists who nobody knows about.

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Nobody, you're all adults. If I asked you name me one Muslim biologist,

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what can you bring up? What can you do?

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So this is the time

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we bring in the historical relevance, you let them be aware of a great Muslim biologists of the past? Or could it be somebody from the President? You know, so, when you're preparing, you're gonna have to do a little bit of work here. No.

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All you have to do is Google Muslim biologist.

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And you'll get all kinds of stuff.

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Okay, so you can bring somebody from the president who has contributed something major in the field of biology today.

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And you bring somebody from the past, you know, 500 years ago,

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100 years ago, who contributed to the field of biology.

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So you let them know his name.

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Place of birth and his contribution brief. You're not turning it into a history class. And this is one of the things that you have to be careful of that in your enthusiasm to Islam eyes, you overwhelm the student with information until the actual core of the class you're supposed to be teaching at last. So we have to keep this balanced, you bring in only enough to let them know, because remember, this is actually subtle, subtle, subliminal

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education.

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You could call it indoctrination.

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That's what you're doing subtly. Because we're not telling them, I'm telling you about this biologist, because I want you to be able to connect, you know, biology with the, you know, this is this is the theory that you understand behind it.

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You're only this is the tool by which you do that. You fulfill that principle, Principle number two,

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then

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the

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basic sound structure, and its components are introduced,

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at this point for your course, because of what

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is happening in science, when they're teaching the development of the cell. And remember, in modern science today, they teach that the cell came about by accident,

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by accident, so what you want to demonstrate to them, this is the classical case,

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demonstrate to them how this could never have happened by accident.

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Never.

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Because in the end, when you show them all of the components of the cell,

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the nucleus, the mitochondria, which is in the cytoplasm around the nucleus, and the cell wall, which holds it all together.

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You asked them, Do you think this could happen by accident?

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A cell wall accidentally captured some cytoplasm

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and captured a nucleus.

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You think this is likely

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the sound wall doesn't think and function by itself.

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You understand what I'm saying? It will be very obvious. It will be just like a clock.

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You take a clock, you take it apart, we see that clock working wonderfully. You take the clock apart into its parts, you ask people, do you think

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any accident could cause all of these pieces to come together into a working clock?

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The same way Look at the cell, the cell is a million times more complicated than the clock.

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So what do you see once you give that message to them? Later on when they hear accident? No, this is totally ridiculous. So this is the time when we give them the clear evidences that we are not here by accident.

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And you're dealing with biology. This is still your same biology class, you don't teach in itself, did you the components of the solid cetera etc.

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Then

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moving on,

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presentation is given there in the class plan the 35 minute presentation.

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And the teacher who have done this have done their Islamization by

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adding

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a definition of Allah, the Arabic word meaning lipslide suspended thing.

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But might note under that you can read that is irrelevant to the class. So not appropriate for starting the class. You know, it's not just sticking in something. Well, it's from the Quran, Allah. Usually when people talk about science and crime, they talk about Allah that is one of the one of the favorite topics the leech like clock. This is the stages that the embryo goes through and it is developing, you know, and it is some

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thing of note, from a miraculous perspective that this could not be observed by the naked eye. But it was spoken about by the Koran 1400 years ago. That's true, wonderful, beautiful, but it doesn't belong in this class.

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It's not relevant here. So we're not just bringing things to convince them in a general sense, we still have to maintain our class, what the purpose of the cloud some of the concepts work, we have to keep working with that. So they then the class went on to a discussion

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by demonstration about the cell structure, its function of its components, etc, show the students variation of sizes and shapes themselves relative to their function.

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D define unicellular and multicellular organisms, organisms, and give examples. Now the verse describing the stages of the development of the human being, this is where it fits in. This is the thought here, the development of the embryo starts with a single cell, which multiplies and becomes

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a structure of many cells going through different phases. So this is where you can introduce it.

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Then motivation, the teacher mentioned about the motivation, I say what you mean by motivation here. Most cells are smaller in size, but the egg cells of the birds are larger

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sizes, teaching a microscope here, with invention that the bride described the human embryos

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before the invention of the microscope, this is the place

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because in your class, we're talking about teaching aids using a microscope. What is the significance of the microscope relative to the sound etc.

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would be for the microscope microscope is developed in the 13th century, 14th century and

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1400 years ago, before I spoke about what could not be seen without a microscope,

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and then the summary the summary of the class, okay, so that was

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a graph on salary biology for grade nine students.

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Example a sample of this device lesson plans. This is lesson plans for kg one, we're jumping all over people sending their plants and we did them. This is for basura school in Mombasa, Kenya.

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They are also engaged in the customization project that we're working on them in their lesson plan the organized the top of it, the class, the time subject, etc. The topic read and write capital D, this is language, English.

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Okay, so English teachers, okay, how can we customize teaching capital D,

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little DNA

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or whatever, can you make a slide on that?

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So subtopic to read and write capital D, the D, the D, objective, by the end of the lesson, children should be able to read and write capital D and small d. Okay.

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That's the syllabus, source. Lesson preparation. So now

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the class begins. They have their lesson plans organized in chart form. To introduce a letter song, ABC. This is like the song that we have played here before ABC

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and children the activity children will sing the letter song.

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You have to flashcards resources

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to discuss and teach them how to read and write capital.

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Okay, chart Islamic pictures, because we're showing capital D and little D. Now that capital D can have a background. That background can be an Islamic background

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of some sorts and preferably, it will be

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A, a background, which relates to how you're going to Islam eyes, capital D.

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So

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when you go down to teach them about the, and the regular class, they will say D for duck, right? Or D for door. These are the. So now what you start off with with D four,

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D four.

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And then you make a picture, our little boy and girl sitting on the prayer mat making you

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know, began the process of Islam rising, capital D,

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and D for door. You can still teach these for door but now you teach them principle five,

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principle five, a moral less, right? The moral principle that when you knock on the door

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three times they don't answer what do you do? Go away.

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We just taught them a piece of Islamic

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etiquette, moral etiquette while teaching capital D for door.

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D also for that capital D, D for dad.

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So you show a father figure, you know, with his Captain dress, etc. That's that.

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And with the for that you teach again, principle five.

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Obey that.

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If dad tells you to do something, you obey Him.

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And

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there is a game which they teach in those lower grades. I think it says Simon says

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Simon says do this. And then they do some game. I can't remember the details.

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Okay, so instead of Simon says that says.

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So

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what's happening? You see how we are bringing in our model principles without it being formal. It's just thinking a little bit.

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So we make up a new game

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based on Simon says, but instead of his dad says they can enjoy it. And they're learning about obedience to that Simon says it's who Simon

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who Simon

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English teachers, who is diamond.

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Nobody knows.

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So, for us, we, whatever we're teaching, it should be relevant.

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That has meaning.

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We are not just teaching things for the sake of teaching.

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So with that kind of approach, then we try to find ways and means by which we can influence the children islamically through whatever we're teaching.

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D also capital D, D for dog.

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So we have, I don't know if you've seen the dolls from Iran, they made this replacing Barbie with Islamic Girl Doll for the job and all these things. So that's the picture that you show.

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Right?

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Is that difficult?

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So this way, again, because the doll is legitimate islamically we're allowed to have children allowed to have dogs

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allowed Ayesha to have so it's possible.

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And for the Quranic verse, principle three, when we did drop, then we give them which verse or the Eau de, as the

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law says call on me and I

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adds to you.

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So in that the universe, were giving them also

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clear messages. You don't call on anyone besides the law.

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Here, it's totally right there. Do you need to have a glass of

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a smile was the fountain.

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For kids at that rate, of course.

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This is how you teach them.

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And the knock on the door three times.

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That was from principle four, that is development heavy you brought in.

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Okay, okay, before that anybody had any comments or questions you'd like to add to this class is teaching capital D, and little D. So it means the whole alphabet, those Etj English, the same thing for a VC you work all the way through, we do the same thing that this is done.

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You can prepare that from this, you can prepare an alphabet book

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where these same principles are put in the book, you don't have to think anymore, each time you have to teach a lesson is already prepared. So you who are teaching English, you work on it ahead of time, prepare up for all the letters work out these kind of details for all the letters, then that makes the class so much easier for you

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can also meet the prophets that begin with the letter sounds like yes.

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Yeah, I mean, the point is that

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if we go to the story of Prophet Tao is and now we're going live, right? You know, that is this when you are doing a thematic approach. Maybe if you your theme for the for the week, or for the month, the profits, then maybe you can put it in the class that way. But as a straight class, just teaching the lecture, I wouldn't go too deep into the life of Prophet Tao wouldn't know. Enough we say download prophet Tao, one of our files, that's enough without going into detail.

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Because remember, now, this was kg

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right. So, the depth will be for the higher grades.

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Any, any comments rather than side?

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comments or question? Yeah.

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How could this

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How could this be implemented by a non Muslim teacher

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is should have most many teachers, that is the norm. Now we are dealing with abnormal circumstance. Right? When we deal with abnormal circumstances, then we have to put in place some other supports to help them do that job. And that's why I also said that in creating this, we need to bring the teachers from the various schools together to make that master lesson plan. So that in the next year, even your non Muslim teacher can use your master program manual and teach.

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Okay, okay.

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Okay, those teachers, those Christian teachers, who would have a problem with supporting the examples in the Netherlands from a birth of the body, you say, my salon,

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nice having you with us. But we need somebody who will be more cooperative and ready to do what they're asked to do. It's as simple as that. If you have somebody who is amongst you, who is so rigid, I'm a Christian. I

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Apart from the plan,

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that's not the type of digital leaders who, no matter how skilled she may be, let them go. You need people who are going to be cooperative while willing to go along with the program. People are not willing to work with the program who are going to insist out there,

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then you have a problem, because this person is going to be feeding those children when you don't know it, their stuff.

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Serious.

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So my advice is such a teacher, let them go.

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Okay.

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Any further question? Go ahead.

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I just want to emphasize that I'm not gonna say to

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translate that to the people

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who

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do not agree with you.

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Only

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social care providers employ teachers. Meanwhile, health

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teachers,

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Well, it depends on the only way

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for example, in

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mathematics, teachers, English teachers who are

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employed, which we also extend, extend

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to teachers, what is the pay

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for recruitment?

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We have to be prepared to go beyond

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that's the point. You know, Nigeria is a big country. When overnight, 90 million Muslims.

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You can find the teachers if you look hard enough, and you're ready to pay a reasonable day.

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Yeah, okay. We have a security issue now, but you know, in the end, we still have to try. We try. And we have to, again, think out of the box, we're in that Kaduna box right? We need to think outside of the box.

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Thank you. Good point.

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Okay, let's move on. Another example.

00:38:08--> 00:38:13

From basura school, Mombasa again, Kenya, this is kg two.

00:38:15--> 00:38:19

The theme is water. Sub theme uses a water

00:38:20--> 00:38:35

objective by the end of the lesson the learner should be able to do number work carry out an activity on filling an empty to find out how many small containers would fill a big container.

00:38:37--> 00:38:52

Science from it because in that grade, they don't separate science as a separate subject. Everything is interwoven into each subject. So the science element, name the condition necessary for the growth of a plant

00:38:53--> 00:38:54

water,

00:38:55--> 00:39:03

language read and write four to five letter words wash, cook, clean drink, well, river.

00:39:04--> 00:39:57

This is all again related to water, teaching them also vocabulary words here, you know we can do some Islamic addition, narrate the story of the well of Zamzam and how it was formed. Kids love stories, where this has a place here at that level. Number four, this is IRA is Islamic religious education, know how to perform ablution and the most perfect manner and identifying the foreign parts. Avoid wastage of water, okay, so a bunch of points that can be developed in the water. We show them also go through Moodle with them, make sure they're doing it properly. Then social and life skills because they're both there.

00:39:59--> 00:40:00

They're learning

00:40:00--> 00:40:16

Plan is broken down. In this particular fashion washer hiker children identify their uses and the importance of cleanliness in Islam. That is their efforts at Islamisation after

00:40:17--> 00:40:18

we had

00:40:19--> 00:40:22

gone through the FBI principal

00:40:24--> 00:40:33

experiment experimenting memorizing demonstrating loving listening Washington these are the teaching and learning activities

00:40:34--> 00:40:38

teaching learning sources for the crime he

00:40:39--> 00:40:44

just mentioned in general and I've mentioned one point to note in there

00:40:45--> 00:40:48

mentioned here they have holy crap beware of this

00:40:49--> 00:40:53

this terminology the holy crap

00:40:54--> 00:40:56

I think you're used to it

00:40:58--> 00:41:03

but the only car comes from the Holy Bible

00:41:06--> 00:41:11

that's where the idea of holy this and holy that comes from

00:41:12--> 00:41:15

the Quran describes itself as an Quran and

00:41:19--> 00:41:21

the magnificent

00:41:24--> 00:41:24

the noble

00:41:26--> 00:41:30

and so on and so forth. It doesn't call itself

00:41:33--> 00:41:40

this terminology is not used. So, just remove that from your vocabulary. Holy,

00:41:42--> 00:41:46

Holy Prophet, you know, just wipe it out.

00:41:51--> 00:41:55

Okay, principle one visual environment,

00:41:56--> 00:42:06

images or models, children making will do that's principle one we have introduced there the physical environment concerning the water

00:42:08--> 00:42:29

principle tool from 1001 inventions choose one, the water wheel, the water clock, these are among the invention inventions concerning water. You can pull that out and show it to them. reference here and again Holy Quran sewer Gambia

00:42:31--> 00:42:37

I have 30 and number 14 in my six Paddy, etc.

00:42:40--> 00:42:52

This man, okay, so, that's the basic core, there it is spread out in a chart form.

00:42:55--> 00:43:03

Principle one, the Quranic verse which is relevant. Teacher explaining about water.

00:43:04--> 00:43:11

Here we choose aquatic verse on water. There are many, many verses in the Quran. Regarding water.

00:43:14--> 00:43:18

Teachers use different containers and

00:43:19--> 00:43:28

then principle for the happy. Don't waste water. Even if you're on the bank of a river.

00:43:29--> 00:43:30

I mean, one of the

00:43:32--> 00:43:41

bad practices malpractices among children and amongst adults is the wastage of water

00:43:42--> 00:43:48

you know making wood do people have the taps just gushing they're

00:43:49--> 00:43:52

the promises that I'm used to make will do from our glass.

00:43:55--> 00:43:57

Now we might think how in the world could you make we'll do

00:44:00--> 00:44:01

one glass of milk

00:44:02--> 00:44:03

Yes.

00:44:05--> 00:44:09

We make we'll do with enough to make three Gospels.

00:44:13--> 00:44:15

And you heard that

00:44:17--> 00:44:19

even if we're on the bank of a river,

00:44:21--> 00:44:25

we should not need excessive in our use of water.

00:44:30--> 00:44:36

Did you give them some work to do in their books. Okay, step one in science.

00:44:38--> 00:44:48

The teacher is introducing the lessons of the words from Surah Taha and we sent down water rain from the sky and explained the teacher

00:44:50--> 00:44:52

do it practically.

00:44:55--> 00:44:58

Okay, sources of water where the water comes from right

00:44:59--> 00:44:59

and

00:45:00--> 00:45:10

Continuing in science teacher needs the conditions necessary for the growth of the plant res included principle three again versus verse on rain

00:45:12--> 00:45:13

and

00:45:14--> 00:45:26

step three sources of water and this is where we have the chronic references to rivers and streams to rain to

00:45:31--> 00:45:43

other sources feature x on the board words about water and let the children copy in their books when writing about words about water

00:45:46--> 00:45:56

this is where you can introduce other Islamic terminologies Give me five words about water which are Islamic

00:46:02--> 00:46:06

English Arabic, which will be of common use

00:46:08--> 00:46:19

not Arabic which they never heard out Arabic which is in common use you said who do that was 133

00:46:22--> 00:46:26

a word which is specifically Islamic.

00:46:32--> 00:46:39

Okay remember now Where are we? We are kg two are we going to tell them what's

00:46:46--> 00:46:48

inappropriate for them

00:46:53--> 00:46:53

miswak

00:46:58--> 00:46:59

Okay, that was a word

00:47:03--> 00:47:03

yes

00:47:11--> 00:47:14

goes out yes river river inside is

00:47:18--> 00:47:18

one more

00:47:27--> 00:47:31

when we give her the Arabic term we should also give them the English meaning

00:47:38--> 00:47:39

Okay, not

00:47:42--> 00:47:43

the Arabic word

00:47:50--> 00:47:50

not

00:47:51--> 00:47:53

word for river

00:47:56--> 00:48:11

Okay, you know okay you were mentioned because you said River and the river very nice. But this is the idea. No, this is what was required. This is the language that they have to produce this and then

00:48:14--> 00:48:22

when writing the words, four and five letter words referring back to the water

00:48:24--> 00:48:42

that the word wash well river we show the image of the well of Zamzam the river we saw the river and we mentioned that there is also a paradise called alpha and we tried to bring the two together

00:48:44--> 00:48:58

teaching instruments flashcards she tells us that Amazon is formed okay it's not a religious education teacher introduces the lesson with a verse from Jeremiah or you believe

00:49:01--> 00:49:02

in the complete

00:49:04--> 00:49:08

teacher identify the five parts of Voodoo

00:49:12--> 00:49:20

teacher ends investment with a song with the kids like songs you know the song This is the way I wash my face

00:49:24--> 00:49:32

Okay, we have another song that came from right no arm, replace it make an Islamic version.

00:49:33--> 00:49:42

So we'll do is describe in some fashion something kids enjoy. Teacher introduces the messing with the idea.

00:49:43--> 00:49:48

Cleanliness is half of faith. No one explained its meaning.

00:49:49--> 00:49:50

That is IRA.

00:49:51--> 00:49:55

Then social skills and they help the teacher

00:49:57--> 00:49:59

teach them not to misuse or waste

00:50:00--> 00:50:08

Walter was added to the moral principle, which they learn from it. quoting the Hadees not just rich, Phil Matt.

00:50:10--> 00:50:12

One fee?

00:50:14--> 00:50:15

Not not ninja.

00:50:18--> 00:50:24

Okay, any comments or additions or questions?

00:50:30--> 00:50:30

No.

00:50:31--> 00:50:32

Your handout for you just

00:50:36--> 00:50:37

okay moving on.

00:50:39--> 00:50:44

This is kg three. Also pursuer school

00:50:45--> 00:50:55

topic is our home subtopic utensils, objectives. By the end of the lesson, the learner should be able to draw a name kitchen utensils,

00:50:57--> 00:51:03

teaching aides charts, real objects, Blackboard books, pencils, rubber

00:51:04--> 00:51:08

reference high flyer series. And the

00:51:12--> 00:51:15

teacher asked the pupil oral questions.

00:51:17--> 00:51:20

For me, I had a lot of those are questions being

00:51:22--> 00:51:27

teacher revised with the previous work? And what was the previous work?

00:51:28--> 00:51:32

The fact that this is just an intro into the class?

00:51:33--> 00:51:41

Of course, because the class is on our home, then principle one

00:51:42--> 00:51:47

would be to have images of a Muslim All

00:51:48--> 00:51:56

right, what would reinforce in them in their minds what a Muslim home should look like?

00:51:59--> 00:52:10

And, of course, a Muslim home. I mean, if we're going to do a picture of Muslim home, what would we do? Which would

00:52:12--> 00:52:14

strike them as

00:52:15--> 00:52:17

what should be in a Muslim home?

00:52:23--> 00:52:25

Should be clean. You're saying?

00:52:29--> 00:52:38

within the healthcare picture of the living room or whatever, and family praying together? They're simply dementia?

00:52:43--> 00:52:45

Yes, no pictures hanging on the wall.

00:52:47--> 00:52:50

Pictures meaning pictures or people?

00:52:55--> 00:52:57

A prayer mat? Yes.

00:53:02--> 00:53:04

A stand somewhere? Yes.

00:53:06--> 00:53:07

Anything else?

00:53:14--> 00:53:44

Yeah. Yes, the family setting or preparing dinner offering dinner, and everybody eating together and dressed in an Islamic way. This is the symbol is on the assignment home. Because I mean, the home is a home in general, the issue is just what do we put in that home what symbols and signs we can put in the home, which will strike the child as being a Muslim home. Because what happens if you just go to the

00:53:45--> 00:54:05

to the bookstore and you just try the kind of picture of a home and the home usually would be some Western, oh, you know, maybe very modern, very stylish, very whatever. But then there are no signs of smiling there. That's what we don't want. You want whatever we put up there should have some message being given

00:54:08--> 00:54:10

a moon well,

00:54:11--> 00:54:12

watch out for the moon.

00:54:14--> 00:54:31

You know, the Watch out for the moon, this moon Crescent Crescent, which has become, you know, big enough symbol that we stick it on top of our masks and it's in the flags of many Muslim countries. Actually, it is nothing Islamic.

00:54:33--> 00:54:47

You know, we have used it is like, you know, the Red Cross and Red Crescent. You know, we have used it as an alternative to the cross and the cross of the crescent, you know,

00:54:48--> 00:54:59

but really, it has created in the minds of people in our some attachment to an object where the image has no

00:55:00--> 00:55:24

Specific Islamic significance beyond the fact that the month starts with the crescent moon, and it ends with the crescent moon. That's it. Just when we're looking to find out, when the month starts, this is when it has a place. But say as a symbol of Islam, and that's what it's become. Actually, this is a bit

00:55:26--> 00:55:35

because today, if a Christian worth throw a crescent on the ground and stamp on it, the country would be

00:55:41--> 00:55:50

just as if we were to ticket cross sword on the ground, and we stopped wanting to Christians would be up in arms. But it's not right.

00:55:51--> 00:56:02

Yeah, the Christians can be up in arms, because it has that kind of significance to them. But for us, the question is nothing. Breaking through it, when they do.

00:56:04--> 00:56:07

It has nothing really to do with

00:56:13--> 00:56:14

anything else.

00:56:17--> 00:56:17

Oh,

00:56:26--> 00:56:41

yeah, the two hours for entering the home and the bathroom and the things that the home? Yeah, it could, but it's a little difficult to show that in a picture, you know, unless you show people walking into the home, for example, and then you put, you know, the

00:56:44--> 00:56:44

okay.

00:56:47--> 00:56:57

The teacher demonstrates to the children a chart of kitchen utensils, and introduces a verse from the Koran about utensils

00:56:58--> 00:56:59

for

00:57:04--> 00:57:10

the students jobs activity there beside the eye, okay, with the meaning no harm.

00:57:17--> 00:57:19

That is principle three.

00:57:21--> 00:57:25

Digital introduces a headache in drinking

00:57:31--> 00:57:37

coffee now that it is preferable not to drink, standing.

00:57:39--> 00:57:42

That is Principle number four

00:57:45--> 00:57:48

discourage them from Islamic etiquette.

00:57:54--> 00:57:56

Not to go in the water lesson also.

00:57:59--> 00:58:10

And this is where when the teachers get together, you'll be able to share what each teacher each school has come up with and find the best one, etc.

00:58:16--> 00:58:20

So as little kids, you know, is repeating after the teacher

00:58:21--> 00:58:22

teaching activity.

00:58:26--> 00:58:30

Of course, this drinking standing

00:58:32--> 00:58:35

is not actually it's not

00:58:37--> 00:58:41

his preference preferable not to make that clear.

00:58:44--> 00:58:47

Is there anything else we could add to that class?

00:58:50--> 00:59:07

Right, this was the whole anything else from our principal? Well, I think in this case here was not mentioned here. But what I would say is that you're dealing with kg 383.

00:59:08--> 00:59:10

The kids love story.

00:59:12--> 00:59:14

A story should be there.

00:59:16--> 00:59:32

If you can write a story as a kg teacher, and you should be you should be creative. You should be able to put together a little story for that. And then that story, you know, you bring some of your moral message there in the story.

00:59:34--> 00:59:39

So I would say try to introduce a story, a moral message.

00:59:42--> 00:59:48

around the home, yes. Something like this. So many of which are because we're dealing with

00:59:49--> 00:59:57

the home. So the home and the things connected to the home. So let the story be about the home. So it's a relevant story.

01:00:00--> 01:00:02

What else could be done?

01:00:08--> 01:00:09

Yeah, all right.

01:00:11--> 01:00:16

For that age ranges are very important. So, some Ryan

01:00:17--> 01:00:28

develop about around the utensils because this is one of the key things you know, what you use each utensil form

01:00:29--> 01:00:41

this is where a certain amount of creativity needs to be introduced. And I'm sure amongst the teachers there are some points

01:00:42--> 01:00:57

Some people like to write or to like to write. So once you are into writing poetry, then writing rhymes and things like this becomes really easy for you. So this is what you need to beef up that

01:00:58--> 01:01:14

kg Nora kg to produce more rinds to you know, maybe even get some Nasheed artists to do it for them so they can get a song fashion, they can sing it, whatever, without musical instruments.

01:01:15--> 01:01:16

Java

01:01:18--> 01:01:19

Okay.

01:01:21--> 01:01:25

Are we ready? Three. Okay.

01:01:26--> 01:01:29

This is two plus two equals four. Are you ready? Did this one

01:01:30--> 01:01:32

okay? And

01:01:36--> 01:01:43

if you look at it, this was standard three, this is unity school in Chennai, India.

01:01:53--> 01:02:00

Starting with the best of my languages, principle to invention of Arabic numbers,

01:02:01--> 01:02:27

you know, the numerals that they're learning, they're called Arabic numerals. You can show them how to, for example, in Arabic is just turning the Arabic two on its side, that's where the two came from, and the three and so on and so forth. So that is that provides your principal to historical relevance.

01:02:29--> 01:02:32

Principle three, a law stated.

01:02:34--> 01:02:36

Do prayer regularly to remember me.

01:02:37--> 01:02:46

Right? Okay, so this is a point at one phrase to regard is again to cause Google for up so now of facha and two out

01:02:47--> 01:02:48

of five.

01:02:50--> 01:02:53

What is the total number of records that you pray

01:02:54--> 01:02:55

for?

01:02:57--> 01:02:58

For the

01:03:00--> 01:03:21

principal for the processor had three daughters and three sons. How many? Total was two plus two includes? when I'm teaching that class we're teaching three plus three, four plus four. So here, again, put into an Islamic context, moral message.

01:03:25--> 01:03:29

The good with the two realities are too narrow.

01:03:31--> 01:03:39

And the further our message at the bottom allows one that's one plus one plus one equals three, not one.

01:03:45--> 01:03:45

Okay.

01:03:47--> 01:03:48

That

01:03:49--> 01:03:57

concludes the presentation of some samples of

01:03:58--> 01:04:07

lesson plans from different parts of the world. And how they have been Islam is

01:04:08--> 01:04:09

Charla,

01:04:10--> 01:04:11

how much time is elapsed?

01:04:14--> 01:04:15

No.

01:04:16--> 01:04:25

Yeah. Okay. We can go into you can go into the break after the break. We'll come back with the with your lesson plans.

01:04:29--> 01:04:31

Good. All right. Before we do that

01:04:33--> 01:04:40

anybody has any questions or comments on what we've done so far? Please.

01:04:49--> 01:04:55

Question is this sometimes we get very busy and we make up stories that are not

01:04:57--> 01:04:58

so much

01:05:07--> 01:05:08

Trying to make

01:05:12--> 01:05:13

up stories

01:05:14--> 01:05:17

and presenting them as true

01:05:19--> 01:05:21

then this is not permissible.

01:05:23--> 01:05:30

But if we are making a story which we have explained to them this is a story

01:05:32--> 01:05:36

then it is permissible to illustrate,

01:05:37--> 01:05:40

I point in story for

01:05:45--> 01:05:47

further comment or question.

01:05:54--> 01:05:55

My name is Mohammad.

01:06:03--> 01:06:03

Right.

01:06:06--> 01:06:12

And I know that he likes stories. So, I had a story

01:06:13--> 01:06:23

from what they have done, and are different names because I do feel as if I am seeing someone else

01:06:24--> 01:06:29

and you will see some other names and see whatever the issue is

01:06:30--> 01:06:33

to make this on the Senate floor, right.

01:06:34--> 01:06:37

And then I'll turn it over to this chance if I tell people

01:06:43--> 01:06:43

that

01:06:45--> 01:06:46

this is

01:06:48--> 01:06:49

just to correct

01:06:52--> 01:07:08

this is okay. Proper is to use this, you know, when correcting in public individuals even spoke about speak about one Buddhists also

01:07:09--> 01:07:15

without pointing out that particular individual etc. So this is permissible

01:07:18--> 01:07:19

for the question

01:07:23--> 01:07:24

for us

01:07:30--> 01:07:30

in our

01:07:36--> 01:07:36

competitive

01:07:52--> 01:07:54

content of the question or the answer

01:08:02--> 01:08:29

them not to write it in their examinations. Because it's not compulsory. It's not a requirement. It's a good thing. But if it's going to bring harm to them, then it's not worth it. Your problem homosassa agreed to have the title, messenger of Allah removed from the Treaty of canadia.

01:08:31--> 01:08:35

then surely we can let this info.

01:08:41--> 01:08:55

My question is, when we're writing lesson plans, and we're applying the principle, are we required to indicate that we're applying a particular principle or we can just apply it and not indicate

01:08:57--> 01:09:04

the indication is only for us now to keep track of

01:09:05--> 01:09:09

trying to introduce at all five possible

01:09:11--> 01:09:22

and for review purposes, but in general, it's not required. You know, you that this is a how we have taught it

01:09:23--> 01:09:39

so that you are aware and conscious to try to introduce each and every one that's possible. So it's not a requirement, we can speak and say that it's not a requirement to include it. There

01:09:42--> 01:09:47

will come out of our gathering, committee of

01:09:49--> 01:09:52

heads of the school principals, etc.

01:09:53--> 01:09:59

which will be the Islamization of curriculum committee for Kaduna,

01:10:02--> 01:10:16

If they decide that it is better to put the principle in, because at the end of the year when we sit down, it's easier to see did you do or you didn't do for that purpose? Maybe

01:10:17--> 01:10:21

you can say, right. But technically speaking, it's not required.

01:10:24--> 01:10:50

We just look at the benefit, if it is something beneficial, which will help in the end, because we have to think in terms of what's our goal. Our goal is next year, end of the year, we sit down, go over the lesson plans, it is much easier to see Okay, did somebody get in principle one? Did we get somebody else? No, no, we didn't get it. So principle five, yes, you got it. You know, it's much easier for us to sift and

01:10:52--> 01:10:53

come by

01:10:54--> 01:10:55

system and do it.

01:11:01--> 01:11:08

My brother has a question. I think what we need to do as teachers is to make the children believe in the power of this new law

01:11:10--> 01:11:17

and to teach the children to see whatever action they take, because we should be also concerned with where they are.

01:11:18--> 01:11:19

They could be trampled upon.

01:11:22--> 01:11:22

So I

01:11:23--> 01:11:31

accept that we need to take whatever we do. I think that's it.

01:11:35--> 01:11:36

Okay, that's

01:11:38--> 01:11:39

an awful solution.

01:11:43--> 01:11:46

This the bathroom, I mean,

01:11:47--> 01:11:51

we need to know that it is a recommendation.

01:11:53--> 01:11:59

Because you don't want the child to feel I didn't say that.

01:12:01--> 01:12:20

I am now in love, and novelty, Allah is not happy with me. So we don't want to take into the realm of obligation and sin. So we encourage you this, there is reward if you say it, not you must say

01:12:22--> 01:12:32

because they're very impressionable and you know, it can affect affect them negatively. So we stress the reward, which comments

01:12:39--> 01:12:42

regarding secondary school students

01:12:45--> 01:12:46

think you can teach them

01:12:48--> 01:12:51

all the way to their last year.

01:12:53--> 01:12:54

And

01:12:57--> 01:12:58

you can tell them what to

01:13:00--> 01:13:04

do, you can tell them they might unify

01:13:06--> 01:13:06

perhaps.

01:13:11--> 01:13:21

And number two, there was an attempt that we did in the past, coming up with a book on social habits

01:13:24--> 01:13:29

we thought of doing so we can add the need for models and

01:13:34--> 01:13:43

come up with models and we thought educates on all the things that children need

01:13:44--> 01:13:45

models

01:13:53--> 01:13:54

on playground

01:13:57--> 01:13:57

together

01:14:00--> 01:14:03

and we've done some work

01:14:05--> 01:14:06

around how you

01:14:13--> 01:14:17

come up with some models. There we first have

01:14:19--> 01:14:25

to put together everything of course there's a difference between the two in this you know you you

01:14:30--> 01:14:34

will put together all that you need all your commands, of course.

01:14:39--> 01:14:42

I believe that is a very commendable

01:14:43--> 01:14:59

plan and effort inshallah We hope to see it published publish was definitely to benefit educational institutions, etc. It was saying the teacher a lot of research

01:15:00--> 01:15:21

Stuff like 1001 inventions, where you come up with a book on advocates for children, children, Islamic advocates, something of that nature. So it becomes like a dictionary, or you can do it in a dictionary format. So it's easy search that if you just put it

01:15:23--> 01:15:35

in, you know, maybe you can find some other format, but this is what I would suggest. If it's done on in a dictionary way, you know, alphabetically, so it's easy for people to use it as a reference work.

01:15:42--> 01:15:42

further

01:15:45--> 01:15:48

comment or question?

01:15:50--> 01:15:54

Okay, so that was right here now to kind of dig up the shadow.

01:15:56--> 01:15:56

Let's start

01:15:59--> 01:16:00

15 minutes

01:16:02--> 01:16:05

or as close to 15 as possible.

01:16:18--> 01:16:22

Me, was Salatu was Salam O Allah to dedicate a

01:16:25--> 01:16:40

hobby for when it's done and assuming that he nailed the deen all praises due to alignment of Peace and blessings, then the last prophet muhammad sallallahu alayhi wa sallam, Hello all those who follow the path of righteousness until the last day.

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This is the fifth session.

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And this is

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a workshop dedicated to your lesson plans. And to seeing how we can implement the five point lesson plan this minimization

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principle in your material as a practical example, that we can all learn from.

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Unfortunately, the material which was sent in because it was done in

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no time notebooks,

01:17:27--> 01:17:36

it makes it very, very clumsy to try to do it. And look at it here when we'll try something. But

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at least some were sent as documents, those that were sent the documents were more easy to work with. So I'm going to do the first two which came as documents. I don't know if you had some more, whoever made this preparation where there are some more documents that we had.

01:18:05--> 01:18:27

Others were given to us as documents besides the first two that we have. There are other documents. Okay, so many lovely goes through these first two, and then you can pull up some other documents because it's much easier to work with the others which are in notebooks, it's flipping pages and pages are going small and big enough to be larger than just a lot of

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confusion to try to look at it effectively. Anyway, if we look at this from mana Academy

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p two, meanwhile,

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primary two week

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11 first term, okay.

01:18:51--> 01:18:52

The

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course is science.

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And the focus of the lesson

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or the lesson is on power plants or plant parts, specifically flowers.

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So,

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there is no mention of a candidate Islamization here's what it's like it's rah rah

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lesson plan. So we can now make notes as to how we were going to go about this. So the objective was to know the functions of the flower plant

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resources 100 science lessons

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in the library, I guess,

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and success criteria.

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Students must know what a green the green slime plant has six parts. So it's

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The parts not just flower

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should mention the function of the flower and flying glass as they should and could draw a flower.

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Okay, so

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principle one, which is the classroom environment, right? What what a visual aural, physical aids, Islamic aids we can use to

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illustrate the products of plants. And in particular the flowers

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we can develop some pictures of flowers,

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which are

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around a Masjid, or around some other place of Islamic

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in the community, for example, there's some area which is known. And Islamic area can use that.

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Pictures of flowers and plants in general.

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We give it an Islamic labor via the location that the flower is booked. Right? The flower could also even be in a home and a

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vase or whatever.

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So this is now

01:21:45--> 01:22:04

created within your search images on Google flower, try to find something or you have to create something your art department should help you. That's number one. In terms of the images in the class for this particular class,

01:22:05--> 01:22:07

the second that's of

01:22:09--> 01:22:11

historical relevance.

01:22:13--> 01:22:15

What would we do before?

01:22:18--> 01:22:20

Anybody has an idea?

01:22:31--> 01:22:42

Yes, yes. Yeah. Again, this is our 1001 we look for most of them. Scholars, scientists of the past who

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spoke on botany and, and in particular, who did works which are related to plants, flowering plants, flowers, etc. You know, we do some research with that.

01:23:07--> 01:23:08

medicinal

01:23:10--> 01:23:13

uses some useful plants as a project.

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Okay, but what if we're talking about Principle number one?

01:23:21--> 01:23:26

Principle number two is going principle by principle. The principle number two was historical.

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I think

01:23:36--> 01:23:38

that's a bit more general.

01:23:45--> 01:23:55

Yeah, but I'm saying we're dealing with plants and flowers. We don't want to go too far away from the actual topic. Go ahead.

01:23:57--> 01:24:01

The students understand the effects of counting

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1000 on one Islamic infection, he said Mr. Cameron even revised

01:24:09--> 01:24:10

a specimen based on

01:24:11--> 01:24:12

gardening.

01:24:18--> 01:24:20

Yes, okay. This is again,

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showing what Muslims have done in regards to

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gardening because flowering plants connected to gardening, though the topic then is still not actually gardening. We're still dealing with plants and

01:24:42--> 01:24:43

flowering plants.

01:24:44--> 01:24:59

The idea is to try to stick as close as we can to our topic, you know, if we if we can't get something in, it doesn't mean we need to stretch it and pull something from anywhere. Anyhow. Okay.

01:25:00--> 01:25:18

We don't have to go too extreme in this, because the five pillars are not written in stone, right? These five principles. So if you're not able to get you know a principle in no way about it, you move on to the next and try to get what you can.

01:25:19--> 01:25:24

So, following that the third principle was the Quranic verse

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about flowering flowers and there are a number of verses in the Quran referring to them. So, this you just pull up from Google or from your margin versus regarding the flowers and for the Heidi's okay if we have some flowers, which are used medicinally mentioned as an example, you know, or for example, even black seed, which may come from the plant from a flowering plant, this type of thing you can make a brief mention of that,

01:26:10--> 01:26:16

what is known? Well, on the one hand, and then

01:26:17--> 01:26:19

we have the

01:26:23--> 01:26:24

purpose,

01:26:25--> 01:26:31

right, with the course the class discusses

01:26:32--> 01:26:38

the different parts of the plant and

01:26:40--> 01:26:43

the variety of colors.

01:26:46--> 01:26:53

And what are the things that we find? Were a lot speaks about, you know, very

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