On this page, you can the third task. Which is about (Environment Print in the Classroom)
This is the first task which is about Promoting Scientific Thinking. I collect this information to support my future ideas
Asking higher order question to students help the students to develop their levels to better. As a teacher, we ask them questions during the lesson to check their understanding and what they know about this outcome. If the students did not understand the teacher should re-teach them again or change her instructor.
Task 1 - 3.2
Promoting Scientific Thinking
Explain how questioning relates to Bloom’s taxonomy and student learning.
Bloom Taxonomy deals with three basic areas including cognitive that includes mental skills that are connected with knowledge. Also, effective that contains growth in feelings or even emotional areas as attitudes or self. The third one is psychomotor including manual or physical skills. Consequently, the questions should in, kudu various domains as creating, evaluating, analyzing, applying, understanding and also remembering
Reference
GLOSSARY OF EDUCATION REFORM. (2016). Bloom’s Taxonomy of Educational Objectives. From http://iacbe.org/pdf/blooms-taxonomy.pdf
Engagement Activity
(& subject & LO)
Question(s) asked by
the teacher
How did the students’ respond?
Was thinking time given? If yes, how much?
- What number is this?
- How many fishes in the pool?
- Why do you put 5 rocks around this palm tree?
- Compare your tower to Ahmed's twoer?
- What is this word?
- How many letters in the word (this)?
- could you point out to the letter t in the letter this?
- How many parts in the plant?
- Why is the plant living things?
- Students respond to the teacher and answer the question
and they were in a challenge to get point in class dogo. Moreover it helps students to think before answer.
- Students respond to the teacher and answer the question
and they were in a challenge to get point in class dojo. Moreover it helps students to think before answer.
- Students respond to the teacher and answer the question
and they were in a challenge to get point in class dojo. Moreover, it helps students to think before answer.
Math
Outcome: (K2SN3, K2SN4)
Representing quantities of numbers with different materials, ordering, numbers, writing, finding numbers in stories, matching numbers to pictures quantities.
Engagement Activity:
Powerpoint compete and splat the numbers called by teachers turn in English and turn in Arabic
Literacy
Outcomes:
KRV2: Read high-frequency words in a continuous text.
KWWP2: Share their writing with teacher and peers.
KLTC4: Engage actively in classroom routines.
Active Engagement
– Quiz, Quiz trade (3 - 4 ) turns
Play a game which is called “Quiz, Quiz trade”
In this game, each student holds a card of sight word which they learning about (this, is, a, and to word in Arabic.)
The teacher will play a music on and students will move around the class when the teacher stopped the music, students will find a partner who closes to them and ask each other: What is this? Then they will change the card.
Science
outcome:
(KES3): Identify natural resources in their environment through investigation.
Active Engagement
- Work in groups to plant their own seed by using (bags, cotton, water, seed) teacher assess them if they are sharing, communicating.
yes, 1 min
yes, 1 min
yes, 1 min