Purpose of making blog:
Hard ward
Theories
Visual-Spatial - Architects and sailors, for example, think in
terms of physical space. They are acutely aware of their surroundings. They
enjoy drawing, jigsaw puzzles, reading maps, and daydreaming. Drawings, verbal
and physical images can all be used to teach them.. Tools include models,
graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - Use your body efficiently, like a dancer or a
surgeon would. A keen awareness of one's own body. They like moving, producing
things, and interacting with others. They communicate effectively through body
language and may be taught through physical exercise, hands-on learning, acting
out, and role playing.. Tools include equipment and real objects.
Musical - demonstrate
rhythm and sound sensitivity They enjoy music, but they are also sensitive to
noises in their surroundings. They may be able to learn better if music is
playing in the background. They may be taught by converting teachings into
songs, speaking rhythmically, and tapping out time. Tools include musical
instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal - comprehending, connecting with others
Interaction is how these students learn. They have a large number of friends,
empathy for others, and street smarts. They can be taught in a variety of ways,
including group exercises, seminars, and dialogues.. Tools include the
telephone, audio conferencing, time and attention from the instructor, video
conferencing, writing, computer conferencing, E-mail.
Intrapersonal - knowing one's own interests and aspirations
These students prefer to avoid social situations. They have a strong will,
confidence, and views, as well as wisdom, insight, and motivation. They may be
learned via self-study and reflection. Tools include books, creative materials,
diaries, privacy and time. They are the most independent of the learners.
Linguistic - using language effectively These students have
highly developed hearing abilities and frequently think in terms of words. They
like reading, word games, and making up poems or stories. They may be taught by
encouraging children to say and see words, as well as by reading books with
them.. Tools include computers, games, multimedia, books, tape recorders, and
lecture.
Logical -Mathematical - calculation, reasoning Think intellectually
and abstractly, and are able to recognize and investigate patterns and
correlations. They like experimenting, solving puzzles, and pondering cosmic
mysteries..
Visuals: Where words alone are ineffective, visual media can
assist children in acquiring tangible ideas such as item recognition, spatial
connection, or motor abilities.
Bloom’s taxonomy:
1: To remember
Remembering
means recalling essential knowledge from long-term memory. Verbs associated
with this level: choose, define, describe, find, identify, label, list, locate,
match, name, recall, recite, recognize, record, relate, retrieve, say, select,
show, sort, tell
2: To understand
To comprehend is to derive meaning from instructional information,
which can be delivered orally, in writing, or graphically.
Verbs associated with this level: categorize, clarify, classify,
compare, conclude, construct,
contrast, demonstrate, distinguish, explain, illustrate, interpret,
match, paraphrase,
predict, represent, reorganize, summarize, translate, understand
3: To apply
To apply is to carry out or employ a technique in a specific
context. Verbs associated with this level: apply, carry out, construct,
develop, display, execute,
illustrate, implement, model, solve, use
To analyze
Analyzing is separating a substance into its basic elements and
determining how the pieces relate to one another as well as to an overarching
structure or purpose.
Verbs associated with this level: analyze, ascertain, attribute,
connect, deconstruct,
determine, differentiate, discriminate, dissect, distinguish,
divide, examine,
experiment, focus, infer, inspect, integrate, investigate,
organize, outline, reduce,
solve (a problem), test for
To evaluate
To assess means
to form opinions based on criteria and norms.
Verbs associated with this level: appraise, assess, award, check,
conclude, convince,
coordinate, criticize, critique, defend, detect, discriminate,
evaluate, judge, justify,
monitor, prioritize, rank, recommend, support, test, value
To create
To create is to combine parts to make a cohesive or functioning
whole; rearrange elements into a new pattern or structure; or invent a product..
Verbs associated with this level: adapt, build, compose, construct,
create, design,
develop, elaborate, extend, formulate, generate, hypothesize,
invent, make, modify,
plan, produce, originate, refine, transform
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Duration 3 hours |
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Topic; living things and non living things |
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Recourse’s: vedio.puzzles. |
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Outcome: Recognize that there are a variety of living things |
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Objectives: ·
At
the end of the lesson, the students should be able to: 1. differentiate living things from
non-living things 2. classify / group objects into living and
non-living things |
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Learning intention: ·
We
are learning to . differentiate living things from non-living things 2. classify / group
objects into living and non-living things |
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Success criteria: I will be a success if I can characterize the living things and
non-living things. Classify in to living things and non- living things |
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Set introduction: |
Teacher Role |
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sing a living thing song with students. After singing After singing living things songs share the success criteria to the students. After watching video https://www.youtube.com/watch?v=SOl3OO4g4rI Ask the question on video ( Remembering ) What living things need? What are the characteristic of living thing Place the picture like ( cat ,fish,bear,bottle etc.) Tell them all living things are created by Allah SW Tell them to let’s play Aisha says, Example: Aisha says touch
the object that non-living things (Understanding ) Manipulative corner: There will be a picture that is puzzle and the students will
solve and identify what things it is. After finishing ask the students, it is
a living thing or not ( Analyze )  Gifted learners 8 pieces of puzzle Average leaners: 5 pieces of
puzzle Capable learners: 3 pieces Play corner: Arrange the bottle in a line. Show them a flash
card eg: car,cat,dog,bear,etec) Ask the questions. When students tell correct
answer they will shot to the can. ( Apply ) Gifted Learners:
what things this need to live? What happen if it doesn't get any floodwater air? Average Learners: Does it
grow? Does it need water,food,air? Capable learners: is this
living thing? Working corner: Tell them to identify things that hold
teacher hold. Plant Plastic plant Flower Plastic flower Ask the students what is the different
between two? ( Analyze ) Give them a work sheet on living thing Gifted learners: Draw the living things and non- living things you see in the class room and write one characteristic    Creative corner: Make a model of living thing eg, cat ( Create ) Reading corner: Tell them a story about living things. (Evaluate ) Ask the question on story What happen if the living things doesn't get any food,air,water? Closer: At the end
of the lesson teacher will ask the questions on living things. And there
characteristic. Assessment: Give them a color of green yellow red. Green: they no how to do this work Yellow: they confused Red: They are stocked they will show a red light
they are stocked When they are confused they will show a yellow light When they show a green light they will understood |
Explain the characteristic of living things. Give instruction how to complete the activity Ask the students is this a living thing or not Tell them a story Recall the lesson Give them a traffic light colors |
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Duration 3 hours |
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Topic; whether |
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Recourse’s: vedio |
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Outcome : |
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Objectives: ·
At
the end of the lesson, the students should be able to: 1.
describing
the weather 2.
Learn
vocabulary about weather
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Learning intention: ·
We
are learning to Identify 4 seasons 2. learn new vocabularies
on weather. |
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Success criteria: ·
I
will be a success if I can Identify 4 seasons 2. learn new 3
vocabularies on weather
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Set introduction: |
Teacher Role |
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sing song with students. . Sing "The Weather Song" Have all the students stand up and watch you as you sing along and use the gestures. Encourage them to join in and sing along. Play the song two or three times (Bodily kinetics and Music ) After singing Talk about the weather outside ( Intrapersonal ) Tell the students in other country there is a 4 season Explain the characteristic of 4 season. After singing living things songs share the success criteria to the students. Show them weather video After watching video Ask the question on video
Before class prepare weather flashcard pictures for the vocab
sunny, rainy, windy, cloudy, snowy, foggy, hot, cold. Our weather flashcards
are great for this. Stick them around the walls of your classroom. Put the class into groups of 4. Each group will need two sets of weather
flashcards. Model the activity first by having everyone
watch you play with one group: shuffle the cards and lay them out face down
on the floor. Turn over two cards. If
they are different, turn them back over – it is the end of your turn. If
they are the same (e.g. two sunny cards) you keep the cards (remove them from
the game) ( Interpersonal )
Manipulative corner: There will be a picture that is puzzle and the students will
solve and identify what weather it is. ( visual spatial, logical mathematics ) Gifted Learners:
8 pieces of puzzle Average learners: 5 pieces of
puzzle Capable learners: 3 pieces Play corner: Play Flashcard Basketball Students, in teams,
take shots with a ball (or a scrunched up piece of paper) at a trash
can/box/etc. First show a flashcard to student 1. If s/he answers correctly
then s/he can have a shot at the basket.(bodily kinetics and logic mathematics) Reading corner: Read classroom reader "What Weather do
you Like?" . As you go through each page, point to the
pictures and produce each key word, for example: Teacher: What is this? Students: It's a
flower. Teacher: And how's the weather? Students: It's sunny! Teacher: That's
right! ...(reading) . "I am a flower. I like sunny
weather". Do you like sunny weather Aisha? Student : Yes, I do. Get the students really
involved in the story by asking lots of questions ( linguistic ) Working corner: give out the worksheets. As your students are doing the
worksheets, Gifted Leaners: Give them a picture and write the correct names .  Average learners :
Capable learners: Draw the weather 
Closer: At the end
of the lesson teacher will ask the questions about wether.and there
characteristic.
Assessment: Give them a color of green yellow red. Green: they no how to do this work Yellow: they confused Red: They are stocked they will show a red light
they are stocked When they are confused they will show a yellow light When they show a green light they will understood
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Explain the weather.
Give instruction how to complete the activity
Ask the students whats the weather today
Tell them a story
Give instruction how to complete the activity
Recall the lesson
Give them a traffic light colurs |
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