Implementation of action

4. Implementation of action

             During my placement, I implemented a broad range of strategies. I chose two strategies per week to be implemented due to theme/learning outcome during that specific week. (Appendix 5) In this chapter I describe strategies I used that I thought are affective and justify each of them.  

4.1. Print technique

  • Theme: plants and animals
  • Subject: numeracy
  • Learning outcome: creating simple patterns
  • Description of the strategy:
  • The activity was to create (AB) pattern using print techniques.
  • The students did this activity in the art corner in groups of four. They had different leafs shaped paint sponges and different paint colors; each student had a white paper and chose two different sponges and two different colors to create an AB pattern of two elements, color and leaf shape (Appendix 6. Figure.1)
  • This activity was very interesting for the students and useful, the students were trying to explain to me what colors they chose and what shapes. {Language domain}
  • Students were trying to create the AB pattern with two elements color and leaf shape {Cognitive domain}
  • Students were having fun and doing the activity with peers. {Social and emotional domains}
  • Students were using their sensory motors using their fingers. {Fine motor skills}

4.2. Hands on activities

  • Theme: plants and animals
  • Subject: Science
  • Learning outcome: identifying living things such as plants and their needs to survive such us air, water and sunlight.
  • Description of the strategy:
  • I read to the students a story “Dottie’s Garden” which is about planting and what plants need to grow.
  • During the focus activity, the students planted seeds in transparent cups so they can experience the steps of planting and observe the stages of plants growth. (Appendix 5. Figure.2)
  • Each student had a cup with a label on it to write his or her name. First, students wrote their names. Then, students put soil in the cups, after that, they dug a hole in the soil. {Fine motor skills}
  • Next they chose what seed they want to plant. Then, planted the seed and covered it with soil, finally, they watered their plant.
  • The students were trying to remember the words in the story such as hole, soil, and seeds. {Language domain}
  • After that, we made an experiment where some plants were placed in the garden and exposed to sunlight while some were inside the classroom away from the sunlight so students can see and compare between the plants inside the classroom and outside. {Cognitive domain}
  • Each day, we went and observed the plants and discussed the experiment’s results, which engaged students’ thinking, and stimulated their critical thinking and reasoning. {Cognitive and social domain}

4.3. Classifying, ordering and matching

  • Theme: Abu Dhabi Reads
  • Subject: literacy
  • Learning outcome: recognizing and identifying all lower and uppercase letters.
  • Description of the strategy:
  • Each Student had all the alphabetic letters upper case and lower case in a basket and a small white board. (Appendix 6. Figure.1)
  • Students had to match the upper case letters with lower cases and arrange them in order on the white board. {Cognitive domain} and {fine motor skills through holding and arranging the small letters}
  • Students did this activity in groups of three, although each student had his/her own resource, they worked together and they helped each other. {Social domain}
  • When students finished matching letters and putting them in order, they read all of them to me. {Language domain}
  • After this students felt satisfied and proud of what they accomplished even when they matched only 5 or 8 letters. I believe that is because it was very hard activity, they felt that they succeed in a hard thing when they were done. {Emotional domain}

4.4. Craft activity/ art

  • Theme: transportation/ craft and art.
  • Subject: art/ literacy
  • Learning outcome in literacy: responding to simple texts
  • Description of the strategy:
  • Students made a traffic sign display as a whole group. I divided the work between groups. We started by learning about traffic lights and identify each light and what it indicates. Initially, I explained to students what are we going to do and then divided the class into four groups, then I assigned each group to a job that I know they are interested in, for example, the second group members likes to paint and they are interested in art and mixing colors.
  • The first group made border for the display using three colors (green, orange and red) in an ABC pattern. {Cognitive domain} and {fine motor skills through picking the small pieces and pasting them on the board}
  • The second group was responsible for painting the signs while the third group put the signs in order and the fourth group was responsible for coloring words go, slow down and stop with the signs colors. {Cognitive domains through coloring the words with the specific colors}
  • On Thursday, the whole class participated in creating the display and put all the pieces together and the class were discussing the traffic signs and telling their experiences and stories about traffic lights. (Appendix 6. Figure.2) {Social/emotional and language domains}
  • The students experienced mixing two colors together white and black to get the grey to color the plates, which represent the metal around the traffic sign. {Cognitive domain}

4.5. Inquiry based lesson

  • Theme: my body and my senses
  • Subject: science
  • Learning outcome: identifying the four different types of tastes (sour, bitter, sweet and salty)
  • Description of the strategy:
  • First of all, I prepared the science lesson as an inquiry based lesson on the taste sense.
  • The focus activity was done in groups of five for which was the exploring stage of the lesson, where students had to rotate between tables and taste four different types of food salty, bitter, sweet and sour (Appendix 7. Figure.1).
  • Students tasted all of types of food and they were engaged in the lesson and engaged with their friends. During the activity, I explained how we taste different kinds of food and the students were talking and curious to know more. {Cognitive, fine motor skills, language and social domains}
  • The students expressed their feeling after tasting each food especially the bitter taste and they were laughing at each other’s expressions. (Appendix 7. Figure.2){Emotional domains}
  • They also used forks and spoons {Fine motor skills}
  • Students learned a lot of new vocabularies such as sour, sweet, bitter, salt, taste and tongue {Language domain}
  • Students learned new concepts during this activity such as we always taste the bitter food at the end of our tongue, which they discovered on their own. {Cognitive domain}