KMSS, Reflection

The Bloom’s Taxonomy of Hijrah

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Bloom’s Taxonomy

“First, share what you remember from the Hijrah. Its the who, where and when.” I told my students.

This is the most basic part of the forum. Panelists should not over estimate the audience thinking that they already know everything. It is good to remind them of what are we talking about. Which Hijrah are you going to discuss, when did it happen, who involved, it took place from where to where… all these things will enhance your REMEMBERING.

Some of my students will become the panelists in a forum organised by our primary school (Khalifah Model School). Two of the panelists and the moderator were students there during their primary education, and one panelist will be a guest panelist. The forum is a part of the family day organised by the primary school. They invited students from the secondary school to conduct a forum on Hijrah, and the audience will be the primary school’s students and their parents, including the teachers.

“Okay, next stage, I suggest you to demonstrate your UNDERSTANDING. What do you understand about the Hijrah of the Prophet PBUH? Was it because they were afraid of the kuffar in Mecca? Or something else. Why Hijrah was so significant to Muslims? Well, what do you understand about the connection between Hijrah, and the development of Islamic calendar during the time of Khalifah Umar bin al-Khattab r.a.? These are the things that you can explore” I continued the coaching session.

Since early this year, we promote the Bloom’s Taxonomy as our strategy to promote High Order Thinking Skills. It has to be embedded in the learning, presentation, assessment, and all other possible activities.

Some of the students wrote down some notes, some were drawing, and I just smiled knowing each of them has their own way of learning. I hope so!

“After remembering and understanding, we should try to move to the next stage. The moderator can invite the next panelist to demonstrate his or her capability of APPLYING. If you live in Mecca during the time of the Hijrah, how would you see yourself as part of the historical event. What was your expectations? Will the face of Islam changed after the Hijrah? How confident you were at that time?” I added the next step to the strategy.

I don’t want to provide answers to all these questions. I want them to find them themselves. In fact, the questions should come from them. But at this stage, some sort of coaching is still needed.

“Does a forum has specific way to talk? Does it have to be formal, or… what do you think, ustaz?” one of the students ask me.

“Don’t worry about that. Which ever makes you more comfortable, then use it. Balance between them. And remember, you don’t have to impress the teachers or the parents. They are there, but I think, just concentrate on your juniors, the students.” I suggested.

Knowing that parents will also attend the forum, my students looked nervous.

“Well, the next stage, try to show some efforts on ANALYSING. Does Hijrah only refer to the physical movement from one place to another? Is there any other form of Hijrah? Are there still a requirement for us to hijrah? Did our Prophet PBUH mention anything about categories of Hijrah? Can you categorise Hijrah?” I continued with the Bloom’s.

I suggested them yo watch a video clip on Youtube when I talked about Hijrah on TV3 several years ago. I hoped they can see some different ideas on Hijrah, some different interpretations and understandings.

“The moderator can find your way to ask the next panelist to show the EVALUATING skills. What do you think about the current situation of Muslims? How they perceive Hijrah? How by improving their commitment to the better understanding of Hijrah can help them to change their life into betterment? Do you agree with the tradition of Hijrah marching or parade on the streets? If you agree, how you defend your agreement? If not, how do you argue?” I bombarded them with more and more questions.

I hope their experience in this forum will spark their mind to read, research and present in a more critical manner. If discussing about Hijrah goes only around where, when, who and a tinge of why, they will get bored and boring.

“Last but not least, can you come out with some skills on CREATING? Any action plan to help your peer? How you can help them improving themselves, and fulfilling your second duty as khalifah, help others to become good?” I concluded the coaching session.

I believe, if students can get into the habit of using Bloom’s Taxonomy in developing a content of any form of discussion, they will fulfil the objective of education, and that is LEARNING and developing the most precious skill as a human being and that is THINKING.

All the best, guys!