Myths about English language learners

I know we have pretty much stopped stopped posting here but I think this article is a MUST READ
Here are the myths about ELLs that we all need to throw out the window:

Myth #1: Students cannot use their first language in the classroom

Myth #2: Students need to be corrected when they’re speaking English

Myth #3: All English language learners are immigrants

Myth #4: To learn English students must assimilate within North American culture (replace American with mainstream)

Myth #5: All English language learners share similar background, culture, socio-economic status

LP Alingment Maths Grade 7

This entire lesson is aligned in term of AIM - ACTION - ASSESMENT.

The Aim is aligned with the action and analysis.

The Students will solve problems based on addition and subtraction of like and unlike fraction.

The Assesment is designed containing various types of questions based on addition and subtraction.

Mohammediyah Higher Secondary School

Hakimuddin Musaddi Mandsaur 

Grade 07 Maths XSEED.

Block 4 

LP alignment - Sunel (Science dept.)

Teacher: Ms. Fatema Collegewala
Grade : IV

LP alignment - Sunel (Science dept.)

Teacher: Ms. Fatema Collegewala
Grade : IV

LP alignment - Sunel (Maths dept.)

Teacher: Mr. Mukesh                       Grade: VII

TOPIC = AREA OF A CIRCLE.

Aim – use the formula to find the area of a circle .

Resources = circular cut –out of 4 cm radius, chart , scale,

 etc.

Learning outcomes =  students will be able to deduce and use the formula to find the area of a circle.

Teacher´s  action

Student´s response

What is pi? What is the area of a rectangle? What is the circumference of a circle? What is the area of a circle? To day we will deduce the formula to find the area of a circle Students were divided into pairs. And were given circle cut out to each pair. Questions: What did you do? Which shape did you get after arranging the pieces? We then arranged them to get a parallelogram. What is the area of a   parallelogram? Discussion = Are the areas of the parallelogram and circle the same? Why? The circumference of the circle was divided into 2 parts by  colouring the sectors in two different colour. We now the area of a parallelogram =base ×height =π r ×r = What about the perimeter of the semicircle  Discussion   The area of a semicircle is half of the area of the circle.  The perimeter of a semi circle is never half of the circumference of the circle because in perimeter we also measure the length of the diameter as it becomes the outer edge of the semicircle.

Pi is a constant for all circles and its value is 22/7 or 3.14. base × height C =2πr No ,answer Listening Student responses on the board . Base × height  No answer                            Area of circle = area of parallelogram                            Area of circle = base× height                           Area  of circle = πr × r                                                    = πr² Student asks some Question.

Assessment = 1. Find the area and perimeter of the circle radius 6.5?

                       2. Find the area and perimeter of the semicircle

                            

                         3. Find the area of the circle .if the d=35cm of a circle.

Black board work =

 Area of circle = π r²

Area of semicircle =Area of Inner circle -- Area of outer circle 

Circumference of circle = 2πr

Report lesson plan =

                                   My lesson plan and activity are aligned with learning outcome and it helped students in deep understanding. Now student are thorough with the concept and are able to find the area between concentric circles using the area of a circle.

LP alignment - Sunel (English dept.)

Teacher: Mrs. Fatema Razi                        Subject: English             Grade: IV
CLASS IV

TOPIC=WRITING A BIOGRAPHY

Resources=S1,S2,Notebook.

Keywords=Details,Interview,Research.

My Learning Outcome or Aim=Students will be able to select a person for writing a biography and create a question list for a research interview.

Introduction= I asked whose biography did we read last week?Was it a real person or an imaginary peeson?What kind of facts about the person did we come across?After taking students responses we discussed about real story on Helen keller who became deaf n blind at very young age.

Teachers actions=
I briefed them that they will choose a person and make a question list to interview their selected person.I instructed them to write in their notebooks the question list .I gave 2 examples on board .1)What are your hobbies?,2)What was the name of your school or college?when they were preparing list I walked around and helped the students to make a choice and frame questions .
General questions=1)What type of questions should we ask in our interview?,What type of questions we should not ask? Students responded to this very actively and they were informed that we should not ask questions on daily life.Then they were asked Hots questions.1)What are some the things need to be prepared before an interview?What are the things needed to be taken during an interview?Students gave their responses that we should take permission before an interview and take a pen and a pad and alist of questions.

Application=Solving their S1 in wbk the name of the person they are going to inerview and ticking the questions what to ask for an interview.To underline sentence in a paragraph which should not be asked in an interview.

Home task assessment=Interview to collect key facts ,photos and details about their chosen person for biography.In my lesson plan my Learning outcome was that they will select a person for Biography and create a question list .I gave examples of questions and saw their list .Cleared all their doubts and students could apply in their home assessment .This home assessment made my lesson plan alligned with my learning outcome
The students wrote the selected persons name and started creating a question list.They also looked at S2(wbk) to see what information they need to fill in about them.They showed the question list they made to ask and also wrote the name of a person they chose to interview it included.1)Dates,2)Names,3)Facts about their childhood and adulthood4)Hobbies and interests.

LP alignment - Sunel (Science dept.)

Teacher: Mr. Sameer Khan

                                               Lesson plan

Class VII

Topic: hot and cold

Resources: Hot and cold water and thermometer 

INTRODUCTION: I will show them hot and cold water and tell them to put their finger in it after I’ll ask some questions;  How do you feel when you put your finger in both water sample?

 Why it is hot and cold?

LEARNING OUTCOME: By this activity students will be able to identify hot and cold things also able to describe the impact of temperature in environment and our health also.

Teacher’s action

Students responses

Firstly I’ll clear their doubts in questions (mentioned in intro). I will divide the whole class into some groups and assign their roles. Then I’ll give them hot, cold and normal water and thermometer. I’ give them some instructions that take thermometer and put it one by one in hot, cold and normal water and record your observations. I’ll also put some questions in between the activity like: Have you see any changes in thermometer’s reading? Why it is increase and decrease? What is the importance of temperature in our environment and our life?

They will be collect materials from me and will start their work. They will observe carefully that temperature increase and decrease in thermometer. And will record their observation in their note book. They will be give me answer from their observation.

HOME WORK: After that I’ll give them some questions for writing in note book like:

                          : What is the role of thermometer?

                          : What is the role of temperature in our life and environment also?

                          : How can you show the temperature from thermometer?

RIVISION:  In last I’ll put some important thing on the black board and explain it in summaries in front of them.

Black Board Summery                                                                                                                 AGENDA                                                                                                 Hot and cold things                                                                                              Role of temperature in our life                                                                                                    Uses of thermometer

Why is my lesson plan aligning?

                         : In this lesson plan learning outcome was students will be able to identify    hot and cold things also will be able to describe the role of temperature.

                          According to learning outcome I used an activity. I gave them a concrete experience. I divided whole class into some groups and assigned their roles. I provided activity materials and gave instructions to check hot, cold and normal water with the help of thermometer and record their observations in their note books. By above process all students have identified hot and cold substances and impact of temperature. So my activity was also aligned.

                         I asked some questions in between the activity which I mentioned in lesson plan. Questions were related to learning outcome. So my questions are aligned.

                         Then, I cleared all the doubts that the students had that time.

                         After that I gave some questions (mentioned in lesson plan) for their                         home assessment. These questions helped the students in understanding the effect of temperature on our health and environment too. So my home work also aligned.

LP alignment - Sunel (Science dept.)

Teacher: Mr. Sameer Khan

                                               Lesson plan

Class IX

Topic: Classification of organisms

Resources: iron materials. Wood materials, plant parts,  plastics materials,  utensils, etc. 

INTRODUCTION: firstly I’ll put some questions in front of them like:

                                What do you know about classification?

                                Why we need to classify organisms?

           After their responses I’ll clear all doubts if they have.

LEARNING OUTCOME: By this topic students will be able to identify the criteria of classification and able to arrange according to the characteristics of organisms.

Teacher’s actions

Students responses

Firstly I’ll divide whole class into some groups and assign their roles.  After that I’ll provide all materials (mentioned in resources) to them and give instructions to classify in to its particular groups and record your observations. In between the activity I’ll put some questions why u classified the materials in their particular group. What criteria do you use? Then I’ll give the some classes or topic to read from their text. After that I’ll put some classes of organisms on the wall and provide organism’s pictures to them individually and give instructions to put pictures of organisms in their particular classes from your observation and ideas which you take from activity and text.

They will be collects materials from me and starts classify. They will be writing their observations. They will be giving me answer as per their observations. They will be read it carefully They will be hang pictures in their particular classes from their observations.

HOME WORK: I’ll give some organisms name to find their classes and special characters also give some classes name to find their examples (Organism’s name).

                           

Revision: I will write the classes name on the black board and explain in summaries.

Black board summery                                                                                                                                                                                                            AGENDA                                                                                                  Classification of organisms                              Classes: Plantae, animalia, amphibia                                             Reptilia, aves, mammals

Why is my lesson plan aligned?

                         In this lesson plan learning outcome was students will be able to identify the criteria of classification also able to arrange with characters of organisms.

                        According to learning outcome I gave them a concrete experience by some general materials (mentioned in resources). By this activity (mentioned in teacher’s action) students have understood about the criteria of classification. That was my learning outcome. So starting was aligned.

                      After that I made some groups and gave instructions to read their text. After their reading I put a chart and put some classes name of organisms  and I provided some pictures of organisms which they belong from related classes and gave instructions to put the pictures in their particular class by observing figure and characters which you read in your text.

                      By this activity students have understood about the arrangements of organisms with their characters. That was also my learning outcome so activity also aligned.

                       I also gave them some questions like find some examples and characters of organisms from your text. Such questions helped them in understanding the unique characters of organisms in a particular class. That was also my learning outcome so home work was aligned too.

LP alignment - Sunel (Science dept.)

Teacher: Ms. Tasneem Kapasi
Class II

LP alignment - Sunel (Science dept.)

                                              LESSON PLAN

Teacher: Mr. Sameer Khan

Class VIII

Topic: Metals and nonmetals

Resources: Keys, metal rod, coal, wood, scale, pen,  

INTRODUCTION: I will show all the materials to them and will ask some questions like:    What types of materials you see?

            Is any similarity in all materials?

            Do you know about the physical structure of these materials?                     

LEARNING OUTCOME: From this topic students will be able to identify metals and non metals also will be able to describe their physical structure.

Teacher’s action

Students responses

Firstly I’ll show them all materials in front of them. After I’ll make some groups and assign. Their roles and give instructions to complete it. In instructions I’ll tell them first you observe it and write your observation in your note book. If you found any similarity or difference between them put it in different sections (as per their observation). In between the activity I’ put some questions that have you find any similarity or difference between them? Are any changes in their physical structure? Can we call it metals and non metals? How do you know id metals and non metals?

They will be observing it carefully. They will listen instructions carefully.   They will collect materials from me and starts doing and record their observations. They will be give me answer as per their observation.

HOME WORK: I will give some questions for writing like:

                            What do you mean by physical structure?

                             Which types of physical structure metals and non metals have?

                             Find some metals and non metals name which they are using in your home and school also.

Revision: I’ll put all the important things on black board and describe it in summaries.

Black board summery                                                                                                         AGENDA                                                                                               Metals and non metals                                                                             Physical structure of metal and non metals                                                                                              Uses in our general life

Why is my lesson plan aligned?

                        In this lesson plan learning outcome was students will be able to identify metals and non metals also will be able to describe their physical structure.

                        According to learning outcome I gave them a concrete experience. I divided whole class and assigned their roles after I provided materials and gave instruction how to complete it. So my LO is aligned with the activity.

                       In between the activity I asked some questions regarding metals and non-metals and their properties (mentioned in lesson plan) and clarified their doubts at that time.

                       After that I gave some questions about types of metals and non-metals and their physical structures (mentioned in lesson plan) for their home assignment, so my assessment was also aligned with the LO.

Home Work on Alignment

Dear Teachers,
We are waiting to see your lesson plans and reflections on how the activities, assessments and LO align or not..

Principles of Learning- Fatema Razi

As you all enter this blog you will see fascinating land full of principal of learning. This will greatly help you all to make your teachings highly effective. Ohhh! Wow….What we have, the one of principle of learning .” Building of prior knowledge” In students through an activity.

              Prior knowledge will help to recall all the important information. The information from prior knowledge from earlier grades and through our religious speeches.

               In my lesson plan I had taught about five spiritual famous personalities of our religion from that five personalities one was chosen it was “Maulatena Fatema a.s” so this topic was introduce in a concept map. A concept map is a map where a topic is divided into a subtopics as the students know about the topic, the students readily took an active involvement in the activity. There both hands and mind were indulge in the activity.

            After the activity was completed students were thrilled. They were excited to share their descriptive ideas and views, which were a great help in attaining knowledge. They are eagerly waiting for such kind of activities in their other subject.

            So now you all have read my blog and know about building prior knowledge. You could really apply it in your work and make your class exciting and really interesting.

                                                                                                                                         

Fatema razi                                                                                                                                

Batul patan

NHESSS SUNEL   

Improving Word Choice

Some Pics from Module 2

LEARNING I S SOCIAL

Man is a social animal. He has to live, adjust and learn in groups. I strongly believe that he grabs more when he is doing something together.

One of the Principle of Learning is “learning is social.”Doing work in a group creates a sense of accomplishment.  If the work is done individually and he is not able to do it, he will give up. At the same time if the task is done group, there will be a feeling of sharing, helping and doing.

Learning in group improves the ability to interact with each other through discussion, collaboration and feedback. Every individual possess different skills and potentials. Through interaction students combine their views and ideas to achieve a creative and fruitful outcome.

In the context, I wanted my class to improve their writing skills. When individual task was give to them. I noticed that they were struggling and ultimately they found it no more interesting. Then I formed the class into groups according to their capabilities. In the beginning, I gave them easy topics of their interest. As the activity was given in groups, students who were limited to share their views individually, begin to contribute their ideas with their peers.

Initially they were struggling, but gradually as their confidence and interest developed, writing turned into productive material. As performing in groups made the task attainable, it also created confidence in all.

This Principle of Learning really assist teacher to develop classroom culture friendly, active and interesting.

BBN SR. SEC. SCHOOL PRATAPGARH (RAJ.)

LEARNING TAKES TIME

Since years,watching a boy,Ali Akbar,struggling,slow learner.His hand writing was so poor that what he writes no one can read or  even understand.
    He was opinionated against him but I decided to persuade him to change.I started giving him writing practice daily. Initially found it hopeless.Years passed and the day came and I saw a miracle.
      Pre Board result declared and to my great surprise his performance was improved.Not only his writing improved but it was clearly understandable.I wonder how miraculously it happened.
     Learning takes time.Each n every child in the class has different grasping level.Teacher teach a topic to whole class but not understand by everyone
    I keep patience.I give children time,listen them again and again,don't scold if they make mistake.Motivation is the key element to encourage the students.
    So friends,wait and watch"Slow and steady wins the race."


BBN SCHOOL PRATAPGARH

Principles of Learning- NEMS

The principles of learning in language classroom is based on certain things. Do you want to know which are these principles? So lets crack our nerves and find it out.

Now lets list out our principles one by one. Prior Knowledge- It means if a child is given a 3 letter word -eg- 'cat' , with her prior knowledge /learning, she will be able to read that word correctly like c/a/t by using phonic sound and we may ask them do you know what that would mean.

Classroom culture-It means the environment in the classroom should be free, safe -eg- If in 4 groups, one group doesn't know to read the word he other group members come forward to assist the first group rather than teasing or laughing on that group. It creates friendly/healthy environment.

Active engagement- It means mind-hand co-ordination i.e.- to enable the child to use his mind to complete the given task. If a group is given a picture of a cat and few jumbled alphabets then by using his mind and hand coordination, they take any 3 alphabets to construct that word.

Now we are aware of 4 principles of learning. So, now how can you implement these principles of learning in your language classroom?

Written by Zahra Lunavadawala from NEMS   

Implementing Principles of Learning in Our Language Classroom- MHSS

As the bell rang, the teacher entered the classroom. Imagine what she must have seen? The class was cheerful. The class was impatient. The class was so excited. Why was it so...?

We believe that this unusual optimism was due to the implementation of Principles of Learning. PoL provides additional insight into what makes students learn most effectively. The principles has helped us in raising the students' interest and outlook towards coming to school- ready to learn new things each day. Above all the learning standards have also increased.

We initiated with working on a few PoLs. To make learning social, more pair-works, groups-works etc. were designed in which students started learning together, helping each other, giving feedbacks and it was quite productive. That's how the unseen barriers between struggling learners and quick learners started to vanish. Also, the culture of  collaboration in classroom is developing. Now students attempt to find solutions among themselves.

Another principle that learning takes time also proved to be more results-driving. We started giving more wait-time investing extra periods to practice difficult topics which needs continuous efforts like drafting speeches and essays.

Thirdly, following "Autonomy is crucial" was really helpful as this was expected to make students work easier- struggling students now have a fair chance to face success since, they choose what they're comfortable with. For quick-learners, it proved to be more challenging because they're pushed to think forward.

This transition in mindset of students is not achieved in a couple of days. It took nearly 5 months to reach here. We believe it became possible just after implement PoL in our school.

Again, the bell rang, there was same excitement among young learners.... The teacher at the door amused what will be the scene after next 5 months...


Written by Alifya M. Husain, Umaima Lugmani and yushi Mogra from MHSSS

KWL chart in class 8 - Sunel (Diniyat)

Teacher's reflections: Before starting the lesson regarding "Misr (Egypt)" I asked the students to prepare a KWL chart and instructed them how to prepare it. Each student made the chart individually in their own notebooks. First I instructed them to write 'What I KNOW about Misr' then I instructed to make other column and write 'What I WANT to know about 'Misr' and after completing the lesson next day I asked them to make 3rd column and write 'What I LEARNED about 'Misr'.

It was a success as all the leaning for those 2 days were interesting and many WANTs were answered. For some of them WANTs I asked them to search them on internet / library.

Group Activity: Team comprehension questions - Class 8 - Sunel (Diniyat)

Teacher's reflections: First I made 4 groups of 5 students in each group. Grouping was done on the base of their birthday months. Students were then given instructions for the activity as follows:
1. They were suppose to read the text given individually
2. Then they had to discuss in the group and clarify their doubts
3. Each students were asked to frame 2 clarifying questions and/or open ended questions regarding the text (10 question per group)
4. They had to record all the questions on a piece of paper
5. Then the papers were exchanged with other groups which they have to try to solve those questions.
6. Those group who answered most of the questions will be rewarded.

The activity went well. I had planned this activity for 1 period but answering the questions of other group was not done due to time constraint, so I took the question papers from each group and didn't disclosed the following part. Next day I exchanged the papers and instructed them to answer them and informed that those group who will answer most of the questions correctly will be rewarded. This came up as a surprise for them  and created interest in comprehending the text.

Lisan ud Dawah - A'ama ane Muq'ad (The Blind & Deaf), Class 3rd, Diniyat Dept. Suwasra.

The activity consists of reading the text and finding new words and their meanings. And to understand the moral theme of the lesson.