Conclusion

Characteristics of the learning process

Learning is the process whereby an organism changes its behavior as a result of experience. It is the way that

human beings acquire new skills, knowledge, attitudes and values. The outcomes of learning are the new capabilities possessed by the learner.

There have been many and varied attempts to categorize examples of learning. The most obvious categories

that appeal to common sense comprise: knowledge, skills, and attitudes and values.

Gagne, Briggs and Wager (1992) developed a taxonomy using five main categories of learning - physical

skills, information, intellectual skills, cognitive skills, and attitudes.

The stages through which a learner progresses when acquiring new knowledge, skills, and attitudes are:

attention to task or to the content, acquisition, application, fluency, maintenance, generalization, and adaptation.

Characteristics of the teaching process

Teaching can be operationally defined as undertaking certain ethical tasks or activities the intention of which is

to induce student's learning.

Teacher's conceptions of teaching include: imparting information, transmitting knowledge, facilitating

understanding, changing students' conceptions, and supporting student learning.

Conclusion

The teacher can play one or more of the following roles:

The information provider.

The role model on-the-job, and in more formal teaching setting.

The facilitator as a mentor and learning facilitator.

The student assessor and curriculum evaluator.

The curriculum and course planner.

The resource material creator and study guide producer.

There are also two concepts of teaching which are based on the strategies of teacher-centered and student-

centered education.

Teachers by training and experience generally adopt a teaching style with which they become comfortable as

their experience deepens.

The interrelation between learning and teaching

A thorough knowledge of curriculum content, together with an appreciation of the steps and processes

involved in learning that type of content, can help teachers implement sound educational programs.

Conclusion

The methods of teaching to be employed in establishing desired attitudes differ considerably from those

applicable to the learning of intellectual skills, information, or cognitive skills because attitudes cannot be taught directly.

In many instances learning occurs over a period of time, and moves through different stages, rather than

occurring as a result of a single moment of experience.

Most types of learning take more time to accomplish if the learner has an intellectual impairment.

Teachers should be aware of all these variables in order to deliver the curriculum successfully.

The historical development of learning and teaching

Throughout history, parents have been their children's first teachers, initiating them into the culture of their

tribe or community.

In antiquity, the Middle Ages, and up until the mid-1800s, teachers were almost entirely men, but this has

changed in the last 100 years in all parts of the world.

Teachers have been held accountable by those funding them.

Throughout history, teachers and teaching have tended to reflect the culture and needs of the society in which

they were located.

Conclusion

Teachers have functioned in two basic environments: instructing a single person or teaching a group or class

of persons.

Education in Islam is uniquely different from other types of educational theory and practice largely because of

the all-encompassing influence of the Quran.

In the early Islamic era, reading and writing for the purpose of accessing the full blessings of the Quran was an

aspiration for most Muslims.

The focus during the early history of Islam on the education of youth reflected the belief that raising children

with correct principles was a holy obligation for parents and society.

The approach to teaching children was strict, and the conditions in which young students learned could be

quite harsh. Corporal punishment was often used to correct laziness or imprecision.

The transformation from kuttab (traditional Quranic school) to more modern Islamic education (Madrassas)

was slow but evident.

From early on, Islam emphasized two types of knowledge: revealed knowledge that comes straight from God

and earthly knowledge that is to be discovered by human beings themselves.

Conclusion

The Islamic view of the features of the teaching and learning processes

Many Islamic thinkers throughout history have discussed the Islamic perspective on the teacher-student

relationship.

There is a wealth of supporting evidence in the body of Islamic teachings to motivate both teachers and

learners to both learn as much as they can and to share what they have learned.

Throughout Islamic history, many of the Islamic scholars have proposed guidelines for students, including:

appreciating, honoring and respecting their teachers, sincerely willing to learn, and demonstrating initiative and not be shy about asking questions.

Islamic scholars recommend the following guidelines for teachers in establishing relationships with their

students: treating students kindly and honestly, constantly advising students and dissuading them from evil ways with care and caution, with sympathy, and practicing what is taught teaching in order not to confuse students.

Islamic education is humanistic, moralistic, spiritual, and practical. It is a reflection of the Islamic philosophy as

stated in the Quran and by the Prophet, Muhammad.