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Developing your teaching practice in I slamic Studies. Dr Deirdre Burke Course Leader Religious Studies, University of Wolverhampton Deirdre.burke@wlv.ac.uk. Session content http://www.humbox.ac.uk/1444/. Changes Phenomenology First-hand contacts Technology Pedagogy. Changing times.

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Developing your teaching practice in I slamic Studies


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    1. Developing your teaching practice in Islamic Studies Dr Deirdre Burke Course Leader Religious Studies, University of Wolverhampton Deirdre.burke@wlv.ac.uk

    2. Session contenthttp://www.humbox.ac.uk/1444/ • Changes • Phenomenology • First-hand contacts • Technology • Pedagogy

    3. Changing times • the times they are a’changin! • 1967 Ist department of Religious Studies Lancaster • Religious Education in the school curriculum - 1971 School Council Working Paper 36 * 20 years for curriculum change to filter through • 1988 Education Reform Act • 2010 Reform of Higher Education and student finance

    4. Times have changed • Students from all faith/ belief backgrounds study religion/ employed as teachers • Phenomenological approach to religions • Faith literacy valued by many employers • Incitement to religious hatred: monitoring Islamophobic/ antisemitic acts

    5. Changes experiences teaching Islam • Islam in School Textbooks • Muslims in South Yorkshire: guidance for teachers/ faith trails • Wolverhampton Inter Faith Network • Faith Guides • English Heritage

    6. Phenomenology • Underpinning method for approaching religion in the classroom • Epoche see from perspective • Eidectic vision of believer • Empathy • Methodological skepticism/ atheism

    7. Case Study • http://eportfolio.wlv.ac.uk/viewasset.aspx?oid=1927100&type=webfolio • Critical essay on non-Muslim biographies of the Prophet Muhammad (p.b.u.h.)

    8. Information literacy • Quality of discernment: CARS - Credibility • Accuracy • Relevance • Support • Emic (insider) / etic (outsider) sources • Case Study: Biographies of the Prophet Muhammad (p.b.u.h.) • Awareness of perceived weaknesses • Assess Western biographies against emic criteria

    9. Uses of technology • HumBox; Open Education Resources Muslims in Wolverhampton Collection: http://humbox.ac.uk/1444/ Opportunity to share resources • Handouts • PowerPoints • Media resources • Peer Review- can add comments, share adaptations, suggestions, developments.

    10. Pedagogy: supporting learning from tutor feedback • Feedback collection in Humbox: http://humbox.ac.uk/2333 • Linked webfolio: http://eportfolio.wlv.ac.uk/viewasset.aspx?oid=2211482&type=webfolio

    11. Making written feedback more effective Tutors: providing feedback how can we make it easier for students to understand our comments and act on them? Students: using tutor feedback Text what strategies can students use to unpack feedback and take actions to develop skills?

    12. How can we help students get more out of feedback?

    13. Tutors: providing feedback Try this tutorial on Structuring an argumenthttp://www.monash.edu.au/lls/llonline/writing/arts/english/2.2.xml • Stephani, 1998 students want information on how to develop their work. • Students often fail to follow up tutor feedback because they don’t know what to do with it (Burke 2007). • This process can help to make transparent the ‘academic conventions’ that tutors may take for granted (Lillis & Turner, 2001: 66). • use of subject specific examples helps students ‘see’ how skills requirements for planning, structuring and referencing look within their own discipline. • Linked webfolio: The Study of Islam: http://eportfolio.wlv.ac.uk/viewasset.aspx?oid=1927100&type=webfolio

    14. Tutors: providing feedback • Template provides a way of structuring and recording tutorials • The learning need identified in the essay feedback is identified • discussion with student indicates their understanding of this learning need • follow-up • information: • online tutorials: • Exemplars: • Hyperlink added • form emailed. 14

    15. Lecturing/ teaching careers options • Higher Education time of change/ cutbacks/ • See if there are options to undertake a course at your university for a PG Cert in HE, such qualifications are required for new lecturers in higher education. • There is a teaching practice element in such courses, and you may be able to negotiate some teaching (even if it is unpaid).

    16. School Teaching • You need to have appropriate subject knowledge for a curriculum subject to qualify for a PGCE course. It is worth contacting providers for guidance on how to develop your subject knowledge. Religious Education- one year conversion course covering main religious traditions • PGCE (Post-Graduate Certificate in Education) http://www.gttr.ac.uk/ • Graduate Teacher Program http://www.tda.gov.uk/get-into-teaching/teacher-training-options/gtp/Search.aspx

    17. Burke, D. (1986) An Analysis of School Textbooks on the life of the Prophet Muhammad and eth Qur’an, in A. Ashraf. (ed.) Resources for the Teaching of Islam in British Schools. Pp. 67- 89. Cambridge: The Islamic Academy. • Chapter drawing on research for MA to assess the suitability of textbooks, considering factual accuracy, and appropriateness of presentation. Burke, D. (2007a) Engaging students in personal development planning: profiles, skills development and acting on feedback. Discourse: Learning and Teaching in Philosophical and Religious Studies, 6(2): 107–42. • Report on personal development planning approach with Religious Studies students, which focused on the benefits of resubmitting assignments in the light of tutor feedback. Burke, D. (2007b) Getting the most out of feedback, in D. Nutt and J. Tidd (eds) European First Year Experience: Conference April 2006, Teesside, University of Teesside: 36–49. • An exploration of the benefits for student learning from tutor feedback by way of the Using Feedback Effectively form. Burke, D. (2008) Using electronic sources to help students get more out of tutor feedback, in J. Pieterick, M. Lawton and R. Ralph (eds) European First Year Experience Conference 2008, University of Wolverhampton. • Report on the use of hyperlinks in tutor feedback to direct students to materials to enable students follow up issues in feedback. Burke, D. (2009a) Strategies for using feedback that students bring to their degree course: an analysis of first year perceptions at the start of a course in Humanities. Assessment and Evaluation in Higher Education, 34(1): 41–50. • Report on induction research with a large cohort of humanities students, which identified the range of starting points in relation to understandings of tutor feedback and its place in student learning. Burke, D. & Pieterick, J. (2010) Giving Students Effective Written Feedback. Maidenhead: McGraw-Hill & Open University Press. • Text for lecturers to explore their feedback practices, with an aim to making feedback more effective for student learning- in both provision by tutors and use by students.