Introduction:

About me:

I am Nasreena Ahmed from Lh Olhuvelifushi. I am working in Olhuvelifushi school as a contract teacher. I have teaching experience of 6 years and a half of this year is seventh year. My strengths are hard-working,self motivating and committed to my work. I have completed my diploma in early childhood education at avid college. I am now doing associate degree in early childhood education.

Purpose of making blog:

The main purpose of making blog is to share constructive initiatives, observation, tools, etc. Think of those short. On-the- go experiences with fellow teachers. To share our best teaching practices, ideas for lessons, or methods for classroom management. By participation in the best though practice,wrting,focus on your own learning and teaching. Clear up yuor mind and make sense of your own thoughts,reacord your future progress, Choosing and arranging the right tools and saving othres time.

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.

Theories of blooms taxonomy:

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

 

Duration 3 hours
Topic; living things and non living things
	Recourse’s: vedio.puzzles.
Outcome: Recognize that there are a variety of living things
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
Learning intention: ·         We are learning to . differentiate living things from non-living things  2. classify / group objects into living and non-living things
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
Set introduction:			Teacher Role
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 Average learners: write the given  living things to the correct column   Capable learners: circle the living things and cross the non living thing 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

Duration 3 hours
Topic; whether
	Recourse’s: vedio
Outcome :Observes and describes weather patterns for the day
Objectives: ·         At the end of the lesson, the students should be able to: 1.      describing the weather 2.      Learn vocabulary about weather
Learning intention: ·         We are learning to Identify 4 seasons  2. learn new vocabularies on weather.
Success criteria: ·         I will be a success if I can Identify 4 seasons  2. learn new 3 vocabularies on weather
Set introduction:			Teacher Role
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. Play "Touch the cards". Teacher shouts out a weather word (e.g. "It’s rainy!") and students have to run over to the correct picture, touch it and do the gesture(Bodily kinetics ,visuals )       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 : match the weather picture to the correct situation.           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			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