Authentic Learning by Abdullah Sujee
Project Overview
Learning Areas
Levels
English First language
Grade 9 - 12
Objectives
Refining language lessons so that the classroom reflects the reality of
the world and therefore, becomes the microcosm of the world of work in
many respects overtly and or subtly.
Description
Make use of media & multimedia in practical ways as part of daily class
work, assignments & projects so that the reality of the world is brought
into their (pupils) experience.
Software
Authors
MS Office, Sond Forge, Photoshop and any movie maker software
Abdullah Sujee. South Africa. Teaching at the Roshnee Islamic School
Read the word documents below for details of Innovative Practice. See
the poster that depicts the Innovative Practice (About VCT below)
Documents
Authentic Learning by Abdullah Sujee
Teacher Planning and Management
The planning and management of an integrated approach means
the ability to get pupils familiar with multi-tasking i.e. the ability
work with many things at one time with the goal in mind – typical
of any work place situation.
It is intended that a project of study should be a 4 -6 week phase
and pupils should know exactly what will be done each week. The
actual PBL (Project Based Learning spans 2 years i.e. the
eventual writing of a book based on the work done in the 4 - 6
week phase)
Management means a comprehensive check with pupils on the
progress of the work.
Background & Planning: The background traces itself back to
1994 when I started teaching and the images here will reflect that.
Classroom Images: These classroom images will reflect the
nature of the lessons and the rapport that it generated between
the pupils & the teachers and all of them with communities
outside the school.
Documents
See Student template: NB: see the Student Sample one = how
Real Life Teaching started for me and Student Sample 1 = the
progressive development. This sample is aimed to be an
interactive PowerPoint Presentation to an audience using the
Background and Planning Template.
Authentic Learning by Abdullah Sujee
Teaching Resources
The resources that you will need are hands on and practically available.
It depends on what aspect you are going to focus on as an
assignment/project. For example, if you intend to do an audio
assignment you need to have a radio in class or, play a news bulletin on
air via your computer in class so that pupils can listen in to what you
want. Thereafter, you need to direct them to how to do the project i.e.
getting a compact disk or cassette to do the recording and showing them
how it can be done using a radio or a computer.
Click on the icon below to see the list of resources for : Teaching with
Flair & Authentic Learning.
Student Project Overview: An overview of required tasks.
Documents
The overview of the required tasks is to make the teaching of literature
holistic. It is clear from my 12 years of teaching language & literature that
pupils do not read their novels, plays and short stories completely.
Therefore, the project intends to give them tasks that would make them
engage with many parts of the novel, play and short story. In effect they
would be enticed to read more of the novel etc. and consequently make
more effort in deciphering aspects of the novel etc. to suit the finer
aspects required in the assignment/project. See STUDENT Slide below.
This is an example of students going into a township to authenticate their
plays, collages, projects and interviews. NB: Students had to build a
model of the township they visited.
Authentic Learning by Abdullah Sujee
Assessment and Standards
Click the documents below to see the assessment rubrics and
standards cover in this learning project:
In the document below you will find a complete guide to the lesson
including a rubric.
Assessment Rubrics: Examples of assessment rubrics provided to
students showing how the project was assessed. See Mapping the
Standards document below.
Mapping the Standards: Mapping this project’s learning objectives
against curriculum standards. See Mapping standards below for the
audio lesson.
The State’s standard is loose in that it allows a teacher to design his/her own rubric to assess a
task provided that the learners know exactly what they are going to be assessed on. The learning
outcomes for English fit into the 4 learning outcomes – National Curriculum Statement grade 10 –
12 (General)
LO1: Listening and speaking
LO2: Reading and viewing
LO3: Writing and presenting
LO4: Language
In essence the project makes clear inroads in all of the above Los.
See student Samples of Presentations to students.
See Authentic Assessment for an idea of a workbook approach.
Documents
Authentic Learning by Abdullah Sujee
An example of integrated learning…
In the document below, Mapping Standards, you will find a complete
poetry worksheet that illustrates an integrated approach to the study of
Shakespeare’s Macbeth.
Assessment Rubrics: Examples of assessment rubrics provided to
students showing how the project was assessed. See Authentic
Assessment document below for the rubrics that were used.
Mapping the Standards: Mapping this project’s learning objectives
against curriculum standards. Below is the State’s standard.
The State’s standard is loose in that it allows a teacher to design his/her own rubric to assess a
task provided that the learners know exactly what they are going to be assessed on. The learning
outcomes for English fit into the 4 learning outcomes – National Curriculum Statement grade 10 –
12 (General)
LO1: Listening and speaking
LO2: Reading and viewing
LO3: Writing and presenting
LO4: Language
In essence the project makes clear inroads in all of the above Los.
See student Samples of Student Presentations to students.
See Authentic Assessment for an idea of a workbook approach.
Documents
When you see with the mind’s eye you will see that these lessons
would allow you to achieve the PBL you are working towards. In
effect you are keeping pupils in the X + 1 mode all the time.
Authentic Learning by Abdullah Sujee
Teacher and School Information
In 1987 the school opened its doors to the community of
Roshnee. At that time there were only 86 learners and 36
educators. The school used the premises of the Masjid-Noor and
later used the premises of Qadri-Masjud for foundation phase. In
January 1998, the school occupied its new premises in Dadaville.
With bigger and better infrastructures we were able to offer
sports facilities in the form of tennis, netball, volleyball, cricket
and soccer. Furthermore, the establishment of the school’s
computer rooms saw to the school offering computer classes
and the ICDL course. In January 2002 the school employed its
first full time remedial teacher. When South Africa celebrated its
10 years of democracy and the 200 years of the un-banning of
Islam, the school unveiled its own flag and began hoisting the
national and school flag daily side by side commemorating the
Freedom Charter of South Africa. The school stands as a beacon
of hope for South Africa in its pursuit of educational excellence
as the school has a history of 100% pass rates at grade 12 level
for the past 18 years of its blessed existence.