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ESL Lesson Plan: Twenty Questions - 1 views

www.esl-lesson-plan.com/...twenty_questions.php

writing writing prompts questions english language language learning esl storytelling lesson filler activity activities story

shared by izz aty on 20 Aug 11 - No Cached

1. What is your most obsessive thought? 2. Where is your favorite place in the world, and why? 3. What's the one thing your parents don't understand about you? 4. What have you learned that nobody taught you? 5. What is your earliest, most vivid memory? 6. If you have experienced a moment of sudden faith or loss of faith, what prompted it? 7. If you could take back one thing you have done, what would it be? 8. What is your greatest talent or accomplishment? 9. What is the most joyful moment you have experienced? 10. What is the most painful moment you have experienced? 11. What question would you ask God? 12. Which super power would you choose – and what would you do with it? 13. If you could make one rule about life, what would it be? 14. How would you define time? 15. What is it about some people that makes you immediately like - or dislike - them? 16. If you could be an animal, what animal would you be? 17. If you could have a conversation with a historical figure, who would it be? 18. If you could go back in time, where would you go? What would you do? 19. What do you know, that no one else knows? 20. If you had an extra hour in each day, what would you do with it?
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my intention in teaching English is far more than mastery of grammar and vocabulary. I want my students to be equipped to comprehend and make sense of the world around them. Part of comprehending is to understand, but another important part is to make something known and part of one's self.
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To inspire discussions or writing for English learning students, I have found open-ended questions to be a good place to start. I have found that a little introductory discussion can help a student with a context and a framework to continue developing... ...his or her own thoughts.
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How do we make basic decisions about our lives – like where we live, go to school, travel, vote or work? Are those our decisions? Or do we follow the tracks of others?
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It is good to remember that we are all always learning. And it is always more fun to learn together. We can learn as much from the past as from the present. And we can learn as much from using and stretching our imaginations as from studying our textbooks.
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izz aty on 20 Aug 11

1. What is your most obsessive thought? 2. Where is your favorite place in the world, and why? 3. What's the one thing your parents don't understand about you? 4. What have you learned that nobody taught you? 5. What is your earliest, most vivid memory? 6. If you have experienced a moment of sudden faith or loss of faith, what prompted it? 7. If you could take back one thing you have done, what would it be? 8. What is your greatest talent or accomplishment? 9. What is the most joyful moment you have experienced? 10. What is the most painful moment you have experienced? 11. What question would you ask God? 12. Which super power would you choose - and what would you do with it? 13. If you could make one rule about life, what would it be? 14. How would you define time? 15. What is it about some people that makes you immediately like - or dislike - them? 16. If you could be an animal, what animal would you be? 17. If you could have a conversation with a historical figure, who would it be? 18. If you could go back in time, where would you go? What would you do? 19. What do you know, that no one else knows? 20. If you had an extra hour in each day, what would you do with it?

<div class="cArrow"> </div><div class="cContentInner">1. What is your most obsessive thought? 2. Where is your favorite place in the world, and why? 3. What's the one thing your parents don't understand about you? 4. What have you learned that nobody taught you? 5. What is your earliest, most vivid memory? 6. If you have experienced a moment of sudden faith or loss of faith, what prompted it? 7. If you could take back one thing you have done, what would it be? 8. What is your greatest talent or accomplishment? 9. What is the most joyful moment you have experienced? 10. What is the most painful moment you have experienced? 11. What question would you ask God? 12. Which super power would you choose - and what would you do with it? 13. If you could make one rule about life, what would it be? 14. How would you define time? 15. What is it about some people that makes you immediately like - or dislike - them? 16. If you could be an animal, what animal would you be? 17. If you could have a conversation with a historical figure, who would it be? 18. If you could go back in time, where would you go? What would you do? 19. What do you know, that no one else knows? 20. If you had an extra hour in each day, what would you do with it?</div>

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"Men talk of killing time, while time quietly kills them." - 1st Ethical Charitable Tru... - 0 views

www.1stethical.com/...-while-time-quietly-kills-them

time society islam religion faith learning lifestyle

shared by izz aty on 15 Mar 13 - No Cached

izz aty on 15 Mar 13

""By Time! Indeed Man is in Loss. Except those who have faith and do good works, and exhort one another to truth and exhort one another to patience." (Q.103:1-3)"

<div class="cArrow"> </div><div class="cContentInner">""By Time! Indeed Man is in Loss. Except those who have faith and do good works, and exhort one another to truth and exhort one another to patience." (Q.103:1-3)"</div>

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What People Don't Realize About Publicizing Their Sins Online - FiqhOfSocial.Media - 0 views

fiqhofsocial.media/-publicizing-their-sins-online

islam social media

shared by izz aty on 10 Jun 15 - No Cached

“The internet is a reflection of our society and that mirror is going to be reflecting what we see. If we do not like what we see in that mirror the problem is not to fix the mirror, we have to fix society.” Vint Cerf, one of the ‘fathers of the internet’
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Islamically, there are two hadith of the Prophet (s) that govern the publicizing of sins.
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Principle 1: Don’t Publicize Your Own Sins
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Principle 2: Don’t Publicize the Sins of Others
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Privacy Settings Are Not a Veil
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Who Do You Follow? It’s really awkward when you meet a brother at the masjid who is married with kids, follow him on Instagram, and then see that while he posts normal pictures, he is following 200 swimsuit models on Instagram.
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Unseen Consequences In the book It’s Complicated: The Social Lives of Networked Teens, the author makes a point about how teens consider their public spaces private. In other words, if they’re posting goofy photos with their friends and leaving comments, they can’t fathom why a random adult who has nothing to do with them would view it. While logically that may be true, it’s just not the case. The internet is forever.
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Your profile is not limited to just a Facebook page. Your profile encompasses the sum of what you post, people you follow, and pages you’ve liked. Two questions that are great points of introspection: Would I be ok with how my social profiles look if I were to suddenly pass away? Would I be comfortable with my profile if I was “friends” with the Prophet (saw) online? Or if he was to see my Snapchat story history?
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go out of your way to cut off even the smallest of doubts about your behavior.
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Societal Pressure
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Embarrassing Others
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Indeed, those who like that immorality should be spread [or publicized] among those who have believed will have a painful punishment in this world and the Hereafter. And Allah knows and you do not know (24:19).
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We have a natural curiosity to find out what others are up to, but it is part our faith to leave this alone. There is a story about the Prophet Musa (as). During a drought, he went out to the desert with 70,000 people and supplicated for rain. Nothing happened. Musa was expecting the supplication to be answered, and then Allah (swt) revealed to him that among them is a person who has been challenging Allah with sins for the past 40 years, and to call out on that person to repent because the rain is withheld due to him. So Musa called out to the people for this sinner to repent. The sinner looked around and saw no one coming forward, and he realized this was about him. He did not want to go forward and expose himself. So he put his head down and said, “My Lord I have disobeyed You for 40 years and You have always given me respite. I come to you in obedience so accept it from me.” He had barely finished this supplication when a cloud appeared overhead and rain started pouring down. Musa then called out to Allah confused – no one came forward, yet the rain was sent down. Allah (swt) told him, “O Musa, I did not expose him when he was disobeying Me, then do you expect Me to expose him while he is obedient to Me?”
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A Muslim is a Muslim’s brother: he does not wrong him or abandon him. If anyone cares for his brother’s need, Allah will care for his need; if anyone removes a Muslim’s anxiety, Allah will remove from him, on account of it, one of the anxieties of the Day of resurrection; and if anyone conceals a Muslim’s fault, Allah will conceal his fault on the Day of resurrection (Abu Dawud).
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“Oh you who have believed with their tongues yet faith has not entered their hearts! Do not back-bite the Muslims, and do not seek to discover their faults, for whoever seeks after their faults, Allah will seek his faults. And if Allah seeks after someone’s faults, He will expose him even (what he committed) in his home.”
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Every one of my followers will be forgiven except those who expose (openly) their wrongdoings. An example of this is that of a man who commits a sin at night which Allah has covered for him, and in the morning, he would say (to people): “I committed such and such sin last night,’ while Allah had kept it a secret. During the night Allah has covered it up but in the morning he tears up the cover (sitr) provided by Allah Himself (Bukhari and Muslim).
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The meaning of this Name is that Allah (swt) is aware of our sins, and yet He covers them up. He does not allow our embarrassing actions to become known to others. He protects us by keeping our faults from becoming public. He keeps even our largest sins hidden from those closest to us.
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He is Al-Sitteer, and He covers your sins, asks you to repent, and He loves that you cover the sins of others
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O Allah, I ask You for pardon and well being in this life and the next. O Allah, I ask You for pardon and well-being in my religious and worldly affairs, and my family and my wealth. O Allah, veil [sitr] my weaknesses and set at ease my dismay. O Allah, preserve me from the front and from behind and on my right and on my left and from above, and I take refuge with You lest I be swallowed up by the earth.
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Optimism and the Law of Attraction in Islam | Muslim Mind - 0 views

muslim-mind.com/...the-law-of-attraction-in-islam

islam faith religion law of attraction lifestyle culture society positive quran

shared by izz aty on 12 Dec 12 - No Cached

If you have hope in God, if you are certain that He will give you what’s good, then this is what He indeed will give you. But if you don’t, it’s like you’re saying to Him: I don’t trust You. God is the Generous, if you don’t have hope in His bounties, it only means that you don’t even believe He is really Generous. Do you realize how serious this is?
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If you fear injustice, you forget that He is the Just. If you are confused and you don’t think you’ll find your way, you forget that He is the Guide. Remember that the reason to mention all that is to prove that a Muslim should be positive and focus on the positive; it’s how we Muslims should build our mind and our inner world.
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Poverty is the promise of Satan, while forgiveness and abundance are God’s promise. Which promise are we to believe!? Remember that poverty is not only lack of money, which is only a manifestation; poverty is first of all a state of mind. Those who live in this state of mind are following and believing Satan instead of God.
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One can be poor while having tons of money, whereas those who truly believe in God don’t hesitate to give, even if they are not so rich; it’s because they don’t have this poverty state of mind. That also explains why the Prophet used to give so much that his companions said he used to give in the manner of a person who fears no poverty; this is the example of the Prophet who wasn’t really rich as we know.
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Let’s also look at some other indications of this Law of Optimism in Islam. The Prophet says “Ask God with firm conviction that He will answer your prayer.” Now imagine the state of mind of a person believing this saying of the Prophet. Imagine that you pray to God and ask Him for good and Halal things, then you go about in life certain that God’s mercy and generosity will give you what you wish. Imagine how much power this will give you, how much enthusiasm and how much hope! It’s true that God will not answer your prayer on the spot, not immediately, but you know He will, and your worries disappear.
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The verse also links this attitude of asking for the bad to being hasty, notice that pessimism is usually connected to impatience as well; a pessimist loses hope as soon as he is challenged, whereas hope can’t be there without patience, because you don’t really expect the good to happen overnight. Reasonable and hopeful people realize that, so they are not hasty and impatient to have what they want.
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izz aty on 12 Dec 12

"Not long ago, a book was published, which had a great success, and it was entitled: "The Secret". It tries to give an answer to the previous questions, and it claims that the secret of happy and successful people lies in what is called, "the Law of Attraction." So what is the Law of Attraction, and do we have it anywhere in the teachings of our religion? I will tell you what the secret and what the Law of Attraction are, then I will explain that the belief in this so-called secret, which was told about by our Prophet and revealed in the Quran in the most simple and expressive ways, is in fact essential for a true Islamic life-style. It is essential for the inner life of a true Muslim and believer."

<div class="cArrow"> </div><div class="cContentInner">"Not long ago, a book was published, which had a great success, and it was entitled: "The Secret". It tries to give an answer to the previous questions, and it claims that the secret of happy and successful people lies in what is called, "the Law of Attraction." So what is the Law of Attraction, and do we have it anywhere in the teachings of our religion? I will tell you what the secret and what the Law of Attraction are, then I will explain that the belief in this so-called secret, which was told about by our Prophet and revealed in the Quran in the most simple and expressive ways, is in fact essential for a true Islamic life-style. It is essential for the inner life of a true Muslim and believer."</div>

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Stanford University 2011 Graduation Speech by Sean Hassan (pdf) - 0 views

www.law.stanford.edu/...Graduation_Speech_Hassan.pdf

law graduation speech university stanford university sean hassan islam faith inspirational

shared by izz aty on 13 Apr 12 - No Cached

How to Read a Book by Shaykh Hamza Yusuf, Part 1 - YouTube - 0 views

izz aty on 17 Feb 12

"How to Read a Book", a Zaytuna Faculty Lecture by Shaykh Hamza Yusuf.

<div class="cArrow"> </div><div class="cContentInner">"How to Read a Book", a Zaytuna Faculty Lecture by Shaykh Hamza Yusuf.</div>

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School System Part 2 By Sheikh Hamza Yusuf - YouTube - 0 views

www.youtube.com/watch

education sheikh hamza yusuf hamza yusuf schooling university learning teaching islam faith religion lifestyle

shared by izz aty on 19 Feb 12 - No Cached

izz aty on 19 Feb 12

5:02: "Without teaching people meaning, without teaching people purpose, you create monsters, you create the disease known as 'civilisation'. This is what happens when you divorce education from the sacred." 6:10: The prophet Muhammad said "One of the signs of the end of time, is that people will study for other than the sake of God. They will build a school for other than the sake of God. " 6:30 "Every civilisation... understood that learning was to make a better human being, learning was not to make more money... it was to make a better human being; not for learning's sake, but for the sake fo Allah SWT."

<div class="cArrow"> </div><div class="cContentInner">5:02: "Without teaching people meaning, without teaching people purpose, you create monsters, you create the disease known as 'civilisation'. This is what happens when you divorce education from the sacred." 6:10: The prophet Muhammad said "One of the signs of the end of time, is that people will study for other than the sake of God. They will build a school for other than the sake of God. " 6:30 "Every civilisation... understood that learning was to make a better human being, learning was not to make more money... it was to make a better human being; not for learning's sake, but for the sake fo Allah SWT." </div>

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School System Part 1 By Sheikh Hamza Yusuf - YouTube - 0 views

www.youtube.com/watch

education sheikh hamza yusuf hamza yusuf schooling university learning teaching islam faith religion lifestyle society people community culture world knowledge

shared by izz aty on 19 Feb 12 - No Cached

- izz aty on 19 Feb 12
  
  Bachelor of Arts -- 'arts' comes from the same root word for 'army' and arithmetics. Arts is a tool (of the mind).
  
  <div class="cArrow"> </div><div class="cContentInner">Bachelor of Arts -- 'arts' comes from the same root word for 'army' and arithmetics. Arts is a tool (of the mind).</div>
  
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izz aty on 19 Feb 12

Length: and arithmetics. Arts is a tool (of the mind).

<div class="cArrow"> </div><div class="cContentInner">Length: and arithmetics. Arts is a tool (of the mind).</div>

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‎ - 0 views

‎"I think that making girls more like men is actually the wrong way to go, it's the other way around. It's like the men that need to learn how to be more like those natural qualities that women hav...

sheikh hamza yusuf hamza yusuf gender women islam faith religion human rights human society people community love school schooling education nurture quotes

started by izz aty on 19 Feb 12 no follow-up yet

On Education: Lecture by Sheikh Hamza Yusuf - YouTube - 0 views

izz aty on 18 Feb 12

Length: <1 hour. A short lecture on education, educating the youth and comparisons between contemporary and classical approaches towards institutionalized learning.

<div class="cArrow"> </div><div class="cContentInner">Length: <1 hour. A short lecture on education, educating the youth and comparisons between contemporary and classical approaches towards institutionalized learning.</div>

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Someone said that... - 0 views

izz aty on 27 Feb 12

A collection of memorable quotes to think about and/or live by.

<div class="cArrow"> </div><div class="cContentInner">A collection of memorable quotes to think about and/or live by.</div>

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How to Read a Book, Part 2 by Shaykh Hamza Yusuf - YouTube - 0 views

izz aty on 29 Feb 12

Length: approx 1 hr 40 mins a Zaytuna Faculty Lecture by Shaykh Hamza Yusuf.

<div class="cArrow"> </div><div class="cContentInner">Length: approx 1 hr 40 mins a Zaytuna Faculty Lecture by Shaykh Hamza Yusuf.</div>

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Free school: Conservatives eye the Swedish model - Education News - Education - The Ind... - 0 views

www.independent.co.uk/...the-swedish-model-1042734.html

swedish education sweden free school english education schooling school choice ESTEkiv

shared by izz aty on 10 May 14 - No Cached

Each youngster is set weekly goals and gets a 15-minute briefing with their own tutor at the end of the week to check on progress and discuss how to reach the targets setfor the following week.
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The big difference between the education system in Sweden and the UK is that, in Sweden parents are given an educational voucher for each child, and they use that voucher to apply for any school they want to.
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Bertil Ostoberg, the Swedish Secretary of State for Education, summarised the scheme as "providing freedom of choice for the parents and the pupils, much wider freedom of choice". He added: "They have to compete to provide a high quality to get pupils. We think this competition has led to a higher quality in the system."
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a wide variety of providers, with Waldorf Steiner, Montessori, confessional (faith schools) and traditionally-run schools which emphasise the basics and are strong on discipline.
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Claes Bromander, vice-chairman of the Swedish Association of Independent Schools and principal of Vaxjo Fria Gymnasiet. "They reinvest most of the profit. Swedish TV has done some research: the 60 biggest providers that are run as companies have a turnover of about 10 billion kroner (£804m)."
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The Swedish government has made a determined effort to make the admissions system for its independent "free" schools fair. They operate a "first come, first served" policy, announcing the date for the start of admissions and closing once they have filled up all the places.
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Research for the Swedish National Agency for Education shows it has caused increased segregation, with better-educated parents more likely to opt for an independent "free" school place.
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Mervyn Benford, a former primary school head from the UK who has spent years in Sweden advising ministers on their inspection system thinks there could be another reason for the "free" schools' higher results. "They are smaller than the municipal schools," he said. "They can give pupils more attention."
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All political parties – the Conservative-led coalition in government at present and the opposition Social Democrats – are committed to maintaining the system, although the Social Democrats have called for a freeze on new schools, with pupil numbers falling. "We have to shrink the system," said Maria Sellberg, vice-principal of Norre Real High School, a top-performing public school in Stockholm. "Shrinking such an organisation costs a lot but the number of students [nationally] is decreasing. You squander taxpayers' money on this over-capacity; there is a great bleed-away of taxpayers' money." As the Swedish National Agency for Education put it: "To provide choice, you have to over-provide."
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Issues about Outcomes Based Education - 0 views

www.leaderu.com/...obe.html

OBE uniklguidelines education

shared by izz aty on 05 Jun 15 - Cached

Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
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According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
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Outcome-based education will change the focus of schools from the content to the student
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The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
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the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
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Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
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Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
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According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
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Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
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Many teachers find this a positive option for challenging the minimal achiever
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An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
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Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
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Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
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little mention is made about specific things that students should know as a result of being in school.
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The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
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It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
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Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
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Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
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If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
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Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
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transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
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the direction these changes often take is in conflict with our Christian faith
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"Who has authority over our children?"
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Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
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who will determine the learner outcomes for their schools
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consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
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If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
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With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
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whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
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although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
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Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
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education may become more propagandistic rather than academic in nature
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