User:Rishana Boodoo/sandbox

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PURPOSE OF INSTRUCTIONAL WIKIPEDIA
This wiki is designed for students to provide them a clear insight of how their learning is to be achieved through adequate planning and designing of their learning content as well as its deliverance. This wiki also provides students comprehensible tips on how to operate this wiki page as well as understand the safeguards and its importance pertaining to the use of this Wikipedia. In addition, a sample lesson plan as well as a brief explanation on the learning objectives of the lesson plan is included so that they can understand how the objectives are being catered for and fulfilled. Furthermore, a brief on the topic: classroom management from the perspective of classroom teaching with links made to learning theories is included to provide users of this wiki understanding of how classroom management should be as well some strategies to enhance management within the learning space.

HOW TO USE THE WIKI?
What is a WIKI? To simply explain, this instructional Wikipedia is a web based tool which enables its users to add and modify the given information directly from a web browser. In addition, this instructional Wikipedia affords students a unique online experience as it allows them to exercise control. As stated by Educational Technology (2020), “by allowing children more authority over the outcome of a project or assignment, teachers can encourage students to produce content rather than just consume it. This role reversal encourages students to truly learn from and absorb the information”. For students who are using this wiki, the below are some tips to help you understand and allocate information throughout the Wikipedia page.

-	Search what you are looking for with the help of the contents pertaining to this article.

-	Once found, read the given information and click on any interesting footnotes or facts to go to the actual source.

-	Then, once you’ve read the information provided and executed the sample lesson, you can add a comment below the Wikipedia or simply edit to add your findings and reviews.

SAFEGUARDS PERTAINING TO THE USE OF WIKI.
In regards to using this instructional Wikipedia, it is important to understand the safeguards of this site and its significance to ensure that all information is clearly understood and sourced. However, this wiki encompasses of a neutral point of view and is subjected to change since anyone has access to add, modify or change the sources of information used, since, it may not be reliable. It is important that this is understood so that when using the wiki page, and a user comes across something interesting, they can refer to actual source rather than taking the information wholesale from here as the information is subjected to change or be modified.

SAMPLE LESSON PLAN
THEME: All about me SUB-THEME: Parts of my body

NAME OF ACTIVITY: My Body Book

DATE: 12th October 2020

AGE GROUP: 4 Year Olds

SPECIAL NEEDS: YES, an Autism child included.

DURATION: 15 minutes

PREVIOUS KNOWLEDGE: children can identify the parts of their body and describe the function of each body part. They can identify some words and locate their body parts properly.

LEARNING OUTCOMES: effective communication, wellness, citizenship and belonging, intellectual empowerment and aesthetic expression OBJECTIVES: Children will be given opportunities to a. KNOWLEDGE: identify letter/sound relationship of the initial letter of words and identify words relating to the parts of the body-ears, ears, eyes, mouth, nose, feet. They will also identify the body part and attempt to write the word under each part b. SKILLS: develop their fine-gross motor skills as they use crayons and pencils to attempt writing words, use glue to stick pictures in accordance to the words. For example; a picture of an ear will go above the attempted written word

c. ATTITUDES: children will display excitement and keen interest to create a book about their body.

d. DISPOSITIONS; children will develop persistence and willingness as they identify and attempt to write the names of their body parts.

MATERIALS/RESOURCES.EQUIPMENT: Pictures of external body parts, labels of each body part, paper, glue, crayons and pencils.

DIFFERENTIATED STRATEGIES: Children would identify the body parts and their names and stick them on a drawn body figure

PROCEDURE:

INTRODUCTION: The teacher enters the classroom singing the rhyme “my amazing body” as she engages the children in active participation through singing along to the song while identifying the written words of the body parts

STEP 1: the teacher then encourages conversation about the parts of the body. She then uses the prepared labels of the words- eye, ear, mouth, nose, hands, feet- to allow the children to identify the word along with the picture of the external body part

STEP 2: the children are then provided with the necessary resources to create a book about their body. As the teacher distributes the materials, the children will be engaged in a rhyme entitled- “parts of my body” STEP 3: as the children stick the pictures and attempt the write the given name of each external body part to create their book, the teacher poses questions to the children about their body book

STEP 4: the activity concludes with the children placing their books on display at the library in the language and literacy centre for further use and interaction with their peers.

STEP 5 (CLOSURE/RECALL): to conclude the integrated activity, the teacher will encourage the children to clean up and engage them in a transitional dance to get them ready for their next activity

ASSESSMENT: the teacher will observe the children and ask them questions such as- “Can you show me the letter ‘h’?”, “Can you write the word ear?”, “Can you find the words that goes with this picture?” “What letter does mouth begins with?”

FOLLOW-UP ACTIVITIES: for follow-up activities, the children will read their created book together with their peers when they go to the language centre.

LEARNING OBJECTIVES
According to Romania (2019), “early education ensures free, integral and harmonious development of the child's personality, according to his rhythm and needs”. Hence, it is important that children are provided with well-planned lessons or activities to promote their development and foster success in their academics. The sample lesson plan provided a clear outline of an integrated activity for learners of the early childhood cohort, ages 3 to 5. The learning objectives of the integrated lesson entails of knowledge, skills, attitudes and dispositions whereby children will be afforded the opportunity to thrive in their development through various aspects.

To begin with, the learning objective, knowledge, enables learners to acquire new knowledge on a given topic-The Parts of My Body. From the provided lesson plan on the parts of the body, the knowledge objective is aimed at enabling young children to identify initial letter sounds, expand their vocabulary and attempt writing some sight words. The knowledge learning objective is aimed at providing learners the opportunity to acquire new knowledge so that they can understand, grasp concepts and use the acquired knowledge later on. In regards to the skill learning objective, learners are exposed to opportunities whereby they can develop both their fine and gross motor skills as they integrate movements such as writing, pointing, counting, walking, and clapping throughout the lesson. To further mention, the learning objectives for attitudes and dispositions are focused on the learner’s interests, development and needs as they will anticipate different emotions, hence, they will display interest but develop persistence during tasks such as writing and identifying initial sounds of letters and sight words such as ears, eyes and hands.

CLASSROOM MANAGEMENT
“Teachers can be proactive and prevent misunderstandings by employing management techniques that help make the early childhood classroom an exciting, enjoyable, comfortable place for both children and teacher” UKEssays (2018). These classroom management strategies include setting the appropriate mood, establishing clear rules and expectations for the classroom, using suitable appropriate transition strategies and even reinforcements and open-ended activities to harbor desired behaviors within the learning space so that children can manage their emotions and be settled to learn. However, with brief reference to Lev Vygotsky’s theory, developed in the year 1978, believed that children’s learning begins before they actually attend school. The opportunities afforded to access proper hands on learning experiences at the various stages of development are integral to the development of the child’s brain and his basic skills, of which, consecutively confirms the child’s ability to handle and mange his emotions. Hence, it is further important that educators as well as parents gain a full insight to comprehending the significance of the early childhood learning environment and how children engage themselves in learning as well as gain understanding to how the stringent qualities of the educator and parents have a persuasive impact on children’s overall behavior.

“Modelling and practicing classroom procedures help children actually see how the procedure should look and what the teacher expects” (UKEssays 2018). In regard to classroom teaching, classroom management is quite an integral role in delivering learning content and resources to young children. In order to harbor desired behaviors and encourage children to be active participants in the learning environment, it is always best to implement clear rules and expectations so that students will understand the dos and don’ts as well as develop their listening skills. In addition, setting the appropriate mood and behavior in the classroom enables learners to be comfortable and focused to learn. However, the use of smooth transition strategies such as songs, games and dances can foster less chaos and distractions in the classroom while smoothly getting students ready for their next daily activity. Furthermore, with reference to Vygotsky’s zone of proximal development, “keeping students challenged (in the zone) by engaging in activity is neither too easy to master (getting bored) or too difficult (where they need the teacher’s/another’s help all the time)” (The Song Room, n.d). Hence, having the challenges in activities, encourage students to problem solve and become more involved in their work which avoids them from becoming bored and disruptive in the classroom, hence the use of positive and negative reinforcement further fosters effective classroom management so that children can effective thrive in their learning.

CONCLUSION
This Wikipedia focused on providing students an insight to their learning through the provision of a sample lesson, learning objectives, and a brief on the topic of classroom management with careful links to learning theories from the classroom teaching perspective as well as comprehensible tips on using this wiki page and understanding the importance of safeguards pertaining to the usage of this page.