Post Graduate Diploma in Pre & Primary Teacher Training

Phase – 3

Lesson Planning and Instructional Strategies

What is a lesson plan?

A lesson plan is a teacher's detailed description of the course of instruction for an

individual lesson. A daily lesson plan is developed by a teacher to guide class
instruction. Planning the material is much more difficult than delivering the
lessons. Planning is when you look at the curriculum standards and develop the
content that match those standards you also have to take into consideration the
needs of the children you are planning for. Luckily, textbooks that are adopted for
your subject areas are typically written with this in mind. All details should be
written down to assist the smooth delivery of the content. The extent of the detail
will vary depending on the number of years of experience that the teacher has and
the number of times he/she has taught the lesson. Obviously, an instructor with
several years of experience may have plans that are much less detailed than
beginning teachers. There will be requirements mandated by the school system
that employs you regarding your responsibilities.

Certain key issues must be addressed when planning a lesson:

 Subject title
 Date
 Class
 Topic
 Context
 Learning objectives
 Resources
 Activities
 Differentiation

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  Contribution to core skills (numeracy, literacy etc....)
 Homework
 Confidential information.

Developing a lesson plan

While there are many formats for a lesson plan, most lesson plans contain some or
all of these elements, typically in this order:

 Title of the lesson

 Time required to complete the lesson

 List of required materials

 List of objectives, which may be behavioral objectives (what

the student can do at lesson completion) or knowledge objectives (what the
student knows at lesson completion).

 In a language class a warmer is required before the context setting. A

warmer is usually a stirrer to energize the class or a settler to help the
students to settle down and focus on the lesson that is going to be taught.
You can watch the video on warmer.

 The context setting (or lead-in, or bridge-in) that focuses students on the
lesson's skills or concepts—these include showing pictures or models, asking
leading questions, or reviewing previously lessons. You can watch the video
on context setting.

 An instructional component that describes the sequence of events that

make up the lesson, including the teacher's instructional input and guided
practice the students use to try new skills or work with new ideas.

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  Independent practice or recapitulation that allows students to extend
skills or knowledge on their own

 A summary, where the teacher wraps up the discussion and answers

questions

 An evaluation component, a test for mastery of the instructed skills or

concepts—such as a set of questions to answer or a set of instructions to
follow

 Analysis component the teacher uses to reflect on the lesson itself —such as
what worked, what needs improving

 A continuity component reviews and reflects on content from the previous

lesson

(Kindly follow the mentioned steps when you are planning a lesson for your
assignment)

A format for a Pre-primary lesson plan

TEACHER’S LESSON PLAN-1

Please use this format for all lesson plans using equipment handling.

LESSON PLAN NO: DATE:

NAME OF THE TEACHER: TEACHER’S SIGNATURE:

NAME OF THE ACTIVITY:

MATERIAL DESCRIPTION

AGE GROUP:

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 NO. OF STUDENTS

NATURE OF ACTIVITY

NATURE OF ACTIVITY POINT OF

INTEREST:

CONTROL OF ERROR

LANGUAGE:

DIRECT AIMS:

LESSON PLAN- 2

Please use this format for all lesson plans which does not involve equipment
handling (e.g. storytelling, art and craft etc)

LESSON PLAN NO: DATE:

NAME OF THE TEACHER: TEACHER’S SIGNATURE:

NAME OF ACTIVITY:

MATERIAL REQUIRED:

HOW IT IS GOING TO BENEFIT THE

CHILD:

RELEVENT EXPERIENCES:

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AGE:

NATURE OF ACTIVITY:

TIME AVAILABLE:

PRESENTATION:

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A well-developed lesson plan

A well-developed lesson plan reflects interests and needs of students. It

incorporates best practices for the educational field. The lesson plan correlates
with the teacher's philosophy of education, which is what the teacher feels is the
purpose of educating the students. A broad, thematic lesson plan is preferable,
because it allows a teacher to create various research, writing, speaking, and
reading assignments. It helps an instructor teach different subjects and
incorporate videotapes, films, and television programs. Also, it facilitates teaching
literature and English together. School requirements and a teacher's personal
tastes, in that order, determine the exact requirements for a lesson plan.

Unit plans follow much the same format as a lesson plan, but cover an entire unit
of work, which may span several days or weeks. Modern constructivist teaching
styles may not require individual lesson plans. The unit plan may include specific
objectives and timelines, but lesson plans can be more fluid as they adapt to
student needs and learning styles.

Setting an objective

The first thing a teacher must do is decide on the lesson plan's focus. The teacher
creates one idea or question they want the students to explore or answer. Next,
the teacher creates classroom activities that correlate with the established idea or
question. This includes individual and group activities. Having established these
activities, the teacher identifieswhat language arts skills the lesson plan must
cover. After the teacher completes these activities, they must ensure the lesson
plan adheres to the best practices used in language arts. This includes conducting
research on what teaching methods result in a high success rate for students. The
teacher must ensure the lesson plan goals are compatible with the developmental
level of the students. The teacher must also ensure their student achievement
expectations are reasonable.

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Selecting lesson plan material

A lesson plan must correlate with the text book the class uses. The school usually
selects the text books or provides teachers with a limited text book choice for a
particular unit. The teacher must take great care and select the most appropriate
book for the students.

Types of Assignments

The instructor must decide whether class assignments are whole-class, small
groups, workshops, independent work, peer learning, or contractual:

 Whole class—the teacher lectures to the class as a whole and has the class
collectively participate in classroom discussions.

 Small groups—students work on assignments in groups of three or four.

 Workshops—students perform various tasks simultaneously. Workshop

activities must be tailored to the lesson plan.

 Independent work—students complete assignments individually.

 Peer learning—students work together, face to face, so they can learn from
one another.

Contractual work—teacher and student establish an agreement that the student

must perform a certain amount of work by a deadline.

Few samples of lesson plan will aid in understanding

Lesson Plan for Pre – Primary

Name of the Teacher : Date:

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Age Group :4-5 years Number of Students :24

Material(s) used: 1) A medium sized doll

Name of the activity: The 2) A video link to the song, “Head, shoulders,
Parts of a Human body. knees and toes…knees and toes” :

3) A PowerPoint presentation.

How is it going to benefit the child :

1) Introduction to The human body by showing them a cute little doll to

attract their attention.
2) To be able to identify their body parts with the help of a video link to the
song that is a fun way of learning.
3) Recapitulation with the help of a power point presentation

Presentation:

1) The teacher can get a fair understanding of the awareness that the class has,
about The parts of a human body by showing them a cute medium sized doll and
pointing to the eyes first and asking them to name the body part.

Teacher: pointing to the eyes of the doll ,“what is this, children?”

Kids : “ Eyes”

Then the teacher points at the head of the doll .

Teacher : pointing to the head of the doll, “ what is this children?”

Kids : “ Head”

Similarly, the teacher now points to the nose and waits for them to answer again
and eventually points to the other parts like the ears, hand, shoulders, knees,
toes and mouth. The whole process of showing a doll will get these little ones
attracted to the subject and also helps the shy children in the class to interact as

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it is a fun way to get them involved.

2) Next, the teacher will ask the students to stand up as they are going to
sing a song and also ask them to point to their body parts while singing.
The song “head, shoulders, knees and toes…knees and toes” will be played
and the children sing along. This is a fun way of learning as it is an audio-
visual method of learning.

Recapitulation: The teacher will now inform the students that they are going to
watch a video. She will make it more interesting for the kids by asking the
question “Kids, are you ready to watch it?” and the kids answer with a loud “Yes
ma’am”. The teacher will now show the Power point presentation and notice
that the kids answer the questions very confidently as they are now familiar with
the topic.

NOTE: The Power point presentation can be showed again if required and if
there is still some time left.

Name of the Teacher : Date:

Age Group : Number of Students :

3-4 years old 8-10

Material(s) used:
Name of the activity : 1. Shapes Flashcards
Introduction to basic Shapes ( Circle, 2. Shapes PPT
Square, Triangle, rectangle, Oval,
Heart, Star and Diamond) 3. Shapes worksheet

4. Shapes Sensory poster

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 5. Shapes Song (video Clip)

6. Shapes cards.

How is it going to benefit the child :

At the end of the lesson, the child should be able to

1. Name the shapes

2. Recognize what shapes different objects around are.

Presentation:

1. The teacher will sing a song on ‘shape’ and encourage the children to
participate.

2. The teacher first introduced to the class ‘shapes’ using flashcards. The
teachers will show a flashcard for each shape say the name of the shape.
The students then repeat the name of the shape. The class will then
repeat the name 3 times while clapping each time they say the name of
the shape.

3. The teacher will then use the PPT and ask the students if the objects in
each slide are the same as the shape? At the same time, the teacher and
the class will repeat the name of the shape. This step will ensure that the
students understand that objects around us are in various shapes.

4. The class will be divided in two groups and one group will work with the
Class teacher and another with the assistant teacher.

5. The first group of students will work with one teacher on the simple
worksheet with the help of their class teacher. The worksheet involves
matching the shape to an object of the same shape.

6. The other group of students will work with the assistant teacher. The
teacher will use the Shapes poster and let each child run their fingers on

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 the textured edge of the shape while repeating the name of the shape.

7. One each group of students have completed their task, the group will
swap and do the other activities.

Recapitulation;

1. To summarize the class will class will watch and sing the shapes song
together.

2. To end the class the students are divided into two groups and each
group is given a shapes card. The objective is to find the person with the
matching card in the other group. The first pair who match together are
the winners This game is repeated a couple of times with student being
given different cards each time.

Lesson Plan for Primary

Name of Teacher: Date:

Topic: Changing water Subject: EVS

Level/ Class: 6 No of students: 20

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 Time: 40 minutes

Teaching aids:
Charts, work sheets, models, kettle, beaker, Bunsen burner, water, iced cream, iced block,
board, thermometer and lighter.

Aims of lesson:
(a) Main focus/ Target to be achieved: To be able to demonstrate how matter is
changed from one state to another.
(b) General aim: By the end of the lesson, students will understand the nature of
matter in its various forms.

Concept introduced:

Water can exist in different forms; solid, liquid and gas. At 0o C/F water freezes and
becomes solid. At 100o C / 212 o F water boils and changes into vapour (gas).

Vocabulary/ New words introduced:

Melting, freezing, boiling, condensation, evaporation.

Recapitulation: Water is a liquid form of matter.

- Water can exist in 3 different forms; iced block (solid), water (liquid), water vapour
(gas)
- Iced block to water is melting
- Water to iced block is freezing
- Water to vapour is boiling
- Vapour to water is condensation

Time Activity Student’s activity/ Anticipated

Teacher’s activity
Allotted Planned Responds Problems

Review of 1. Brains storm for 1. Students listen to Teacher’s voice

5 mins. previous students to come out teacher as he/ may not be
with what the three she asks audible enough

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 lesson states of matter are questions. to be heard by
everyone in the
2. Ask students to give 2. Respond by giving
class.
some examples of solid, expected answers
liquid and gas. as solid, liquid
and gas.

3. Solid: Pen, pencil,

book.

Liquid: Water,
fruit juice.

Gas: Air, vapour,

oil.

1. Students identify Flash cards may

the words on not be so
Drill words for students to
flash cards. eligible to
5 mins. Flash cards know the terminologies
attract
involved in the lesson. 2. Repeat words
student’s
after teacher.
attention.

Teaching 1. Show to students iced 1. Students observe The teacher’s

about block/ cream removed while teacher display may not
changing from fridge. Guide displays iced be seen/
states of students to identify the block and iced observed by
matter. state of matter of iced cream. students
block/ cream. seating at the
7 mins. 2. Students
back of the
Freezing of water takes expected answer
laboratory.
place at 0 oC or 32 oF. will include
melting.
2. Ask students to observe
what happens to the 3. Iced block is a
iced block/ cream. solid which later

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 3. Let students say what melt into liquid.
they have observed.

Teaching Put an amount of water in a Students observe the Teacher’s

about beaker and onto a Bunsen thermometer reading leading
changing burner and heat. as the water is being questions
states of heated and record during the
Place a thermometer in the
matter their reading. experiment/
water in the beaker. Guide
demonstration
students to observe the Students observe and
may not be so
temperature reading on the later say, they can
clear.
thermometer and record see water vapour.
their reading in a table (see
Water (liquid) has
appendix 1).
changed into vapour
Let students observe (gas).
13 boiling which takes place at
Water vapour (gas)
mins. 100 oC / 212 oF.
changes into liquid,
Let students observe the this is condensation.
water vapour coming out of
the boiling water. The
water vapour evaporates.

Cover beaker with a lid for

about 1 minute.

Remove cover and show

the surface of cover which
came into contact with the
vapour to students. Let
them say their observation.

Evaluation Give worksheet to students Students receive

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to answer questions based work sheets and
mins.
on the lesson taught. answer questions as

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 instructed.

Appendix 1

Time / minutes Temperature / oC

Work sheet

Fill in the blank lines with the words from the box.

Melting boiling condensation evaporation freezing

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1. _____________________ is when liquid water turns into ice.

2. _____________________ is when ice turns into liquid water.

3. _____________________ is when water vapour turns into liquid water.

4. _____________________ is when liquid water slowly dries up and turns

into water vapour.

5. _____________________ is when liquid water is heated to a high

temperature and quickly turns into water vapour.

Fill in the blanks with a temperature from the box

6. Liquid water quickly turns into water vapour at _____________

Fahrenheit or ________________ Celsius.

7. Liquid water turns into a solid at ______________ Fahrenheit or

________________ Celsius.

8. Explain how melting is different from freezing.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
________

Answers for worksheet

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 1. Freezing

2. Melting

3. Condensation

4. Evaporation

5. Boiling

6. 212o or 100o

7. 32o or 0o

8. Melting is changing solid substance to liquid.

Freezing is changing liquid substance to solid.

Lesson plan for : Primary

Topic: Parts of the plants Subject: Science

Level/class: 3rd grade No. of students:20-25

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Time:35-45
Min
Teaching aids:
 Package of seeds
 Parts of the plant diagram
 Parts of the plants activity sheet
 Scissors
 Crayon
 Glue

Aims of the lesson:

(a)Main focus/Target to be achieved: Students will identify parts of the plants and how they
grow.

(b)General aim:
 Students will get knowledge of plants and their parts.
 What plants need to grow?
 They learn the basic function of each part of the plant.
 And describe the plants in their words.

Concepts introduced:
 Photosynthesis
 How to plant a seed

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 Vocabulary/new words introduced:
 Photosynthesis
 Sunlight
 Roots
 Stem
 Leaves
 Flowers
 Soil
 Air
 Seeds

Time Activity planed Teacher’s activity Student’s Anticipated

allotted activity problems
Warmer Arrangement of a short Activity
(These should
5 mints session The students
In which the students would be be all the
enjoyed the
problems that
Given a chits of papers where the students activity as
may crop up
they played
from the
would write three Statements/information the game by
teacher’s
following the
point of

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 which are true or false. This should be done in instruction of view.)
the question.
couple where both the students would come

up and hold the paper in front of them and

read it aloud by moving around in the

classroom. They will let the other students

guess if the statement is true or false.

5mins Tell students about Teacher’s

instructions
what they are going
are not clear
to learn today and

ask students what

they know about

plants

Draw a plant with all The students Teacher is in

are drawing the board and
the parts of the plant
the different so students
and also sun. Mark parts of the get distracted
plants by very easily,
the parts of the plant. Write the words that following the they start to
teacher. talk, fight,
are new to the
move from
students by the side their place.
The teacher
Of the board.
should
The teacher also instructed the students in the become
meanwhile to draw a plant by following the careful and
try to engage
Teacher so that they might not loose attention. the students
into a kind of
drawing

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 session.

10mins Keep a potted Explain kids about plant and their parts(roots, To see and
plant in the understand
stem, Leaves etc.) The teacher requested the
classroom and the plant and
ask the students try to
students to identify the
identify the to match up the parts of the real plant with the parts of the
parts of the plant
one they have drawn.
plant.

15mins Explain kids about The students It is difficult

were happy to always
how plants grow
have the
To see the
what they need to attention of
colorful
the students
grow like about sun they get
Flashcards.
bored very
Light, water.
They all easily…they
The teacher now showed the students flashcardslearnt the need to be
parts of the given some
of light water and sun. plant by activity to get
playing the back to the
Now she said that it is the time to do a small
roles lesson.
activity based on the lesson plan. The teacher assigned by
their
divided the students into groups and arranged a
teacher.
role play

by assigning them the role of different parts of a

plant. In this way the functions of the different

parts of the plant were discussed and learnt.

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10mins Place the Make the students to recall what they Try to
pictures of identify the
learnt by giving them some worksheets which
different types plants and
comprised of pictures to color and fill in the
of plants. also their
blanks like work out exercise. parts.

At last a song was sung The

worksheets
I took a little seed one day were done
About a month ago. seriously by
I put it in a pot of dirt,
the students
In hopes that it would grow.
which were
I poured a little water evaluated by
To make the soil right. the teacher
I set the pot upon the sill, finally at the
Where the sun would give it light.
end of the
I checked the pot most every day, class.
And turned it once or twice.
With a little care and water The song was
I helped it grow so nice. sung.

Instructional Strategies

Classrooms

Montessori classrooms provide an atmosphere that is pleasant and attractive, to

allow children to learn at their own pace and interact with others in a natural and
peaceful environment. In the ideal classroom, children would have unfettered

access to the outdoors, but this frequently is impossible, given modern-day limited
space and cost considerations. In response, Montessori teachers stock their

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classrooms with nature shelves, living plants, and small pets, or perhaps a window-
sill garden, allowing children to experience as much as possible of the natural
world, given modern constraints.

In the elementary, middle, upper-school years, Montessori schools ideally adhere

to the three-year age range of pupils. It encourages an interactive social and
learning environment. This system allows flexibility in learning pace and allowing
older children to become teachers.

What is Practical Life?

Practical: means basic, useful, purposeful

Life: means the way of living.

Practical life Exercises are exercises so the child can learn how to do living
activities in a purposeful way.

Meaning and Purpose of Practical Life

The purpose and aim of Practical Life is to help the child gain control in the
coordination of his movement, and help the child to gain independence and adapt
to his society. It is therefore important to ―Teach teaching, not
correcting‖ (Montessori) in order to allow the child to be a fully functional member
in his own society. Practical Life Exercises also aid the growth, development of the
child’s intellect and concentration and will in turn also help the child develop an
orderly way of thinking.

Practical Life Exercises can be categorized into four different groups:

 Preliminary Applications
 Applied Applications
 Grace and Courtesy
 Control of Moment.

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In the Preliminary Exercises, the child learns the basic movements of all societies
such as pouring, folding, and carrying.

In the Applied Exercises, the child learns about the care and maintenance that
helps everyday life. These activities are, for example, the care of the person (i. e
the washing of the hand) and the care of the environment (i.e. dusting a table or
outdoor sweeping).

In the Grace and Courtesy Exercises, the children work on the interactions of
people to people.

In the Control of Movement Exercises, the child learns about his own movements
and learns how to refine his coordination through such activities as walking on the
line.

Practical Life Exercises can be categorized into four different groups: Preliminary
Applications, Applied Applications, Grace and Courtesy, and Control of Moment.
In the Preliminary Exercises, the child learns the basic movements of all societies
such as pouring, folding, and carrying.

In the Applied Exercises, the child learns about the care and maintenance that
helps everyday life. These activities are, for example, the care of the person (i.e.
the washing of the hand) and the care of the environment (i.e. dusting a table or
outdoor sweeping).

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In the Grace and Courtesy Exercises, the children work on the interactions of
people to people.

In the Control of Movement

Exercises, the child learns about
his own movements and learns
how to refine his coordination
through such activities as walking
on the line.

Practical Life

This area is designed to help students

develop and care for themselves, the
environment, and each other. In the
Primary years (ages 3–6), children learn how
to do things such as: pouring and scooping,
using kitchen utensils, washing dishes,
polishing objects, scrubbing tables, and cleaning up. They also learn how to dress
themselves, tie their shoes, wash their hands, and other self-care practices. They
learn these practical skills through a wide variety of materials and activities.

Although caring for one-self and for one’s environment is an important part of
Montessori Practical Life education in these years, it also presumes to prepare the
child for more: The activities might build a child’s concentration as well as being
designed, in many cases, to prepare the child for writing. For the first three years
of life, children absorb a sense of order in their environment. They learn how to
naturally act a certain way, by absorbing it. In these years, 3–6, the children are
learning how to both build their own order and to discover, understand, and refine
the order they already know. The practical life area teaches language in many

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forms. Fine motor skills used in the pencil-grip help the child develop that
particular grip, in order to later more easily use a pencil.

Strong concentration and attention to detail are typical traits of Montessori-

schooled children. Practical life schooling in the elementary years and in the high
school years involves many of the same skills, but also begins asserting a greater
drive towards community-service-oriented.

Introduction to Sensorial

What is Sensorial Work?

Sensorial comes from the words sense or senses. As there are no new experiences
for the child to take from the Sensorial work, the child is able to concentrate on
the refinement of all his senses, from visual to stereo gnostic.

The Purpose of Sensorial Work

The purpose and aim of Sensorial work is for the child to acquire clear, conscious,
information and to be able to then make classifications in his environment.
Montessori believed that sensorial experiences began at birth. Through his senses,
the child studies his environment. Through this study, the child then begins to
understand his environment. The child, to Montessori, is a ―sensorial explorer‖.
Through work with the sensorial materials, the child is given the keys to classifying
the things around him, which leads to the child making his own experiences in his
environment. Through the classification, the child is also offered the first steps in
organizing his intelligence, which then leads to his adapting to his environment.

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Exercise Groups

Sensorial Exercises were designed by Montessori to cover every quality that can be
perceived by the senses such as size, shape, composition, texture, loudness or
softness, matching, weight, temperature, etc. Because the Exercises cover such a
wide range of senses, Montessori categorized the Exercises into eight different
groups: Visual, Tactile, Baric, Thermic, Auditory, Olfactory, Gustatory, and Stereo
gnostic.

In the Visual Sense Exercises, the child learns how to visually discriminate
differences between similar objects and differing objects.

In the Tactile Sense Exercises, the child learns through his sense of touch.
―Although the sense of touch is spread throughout the surface of the body, the
Exercises given to the children are limited to the tips of the fingers, and
particularly, to those of the right hand.‖ (Montessori, Maria (1997) The Discovery
of the Child, Oxford, England: Clio Press) This allows the child to really focus on
what he is feeling, through a concentration of a small part of his body.

In the Baric sense Exercises, the child learns to feel the difference of pressure or
weight of different objects. This sense is heightened through the use of a blindfold
or of closing your eyes.

In the Thermic Sense Exercises, the child works to refine his sense of temperature.
In the Auditory Sense Exercises, the child discriminates between different sounds.
In doing these different Exercises, the child will refine and make him more
sensitive to the sounds in his environment.
In the Olfactory and Gustatory Sense Exercises, the child is given a key to his
smelling and tasting sense. Although not all smells or tastes are given to the child
in these Exercises, the child does work to distinguish one smell from another or

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one taste from another. He can then take these senses, and apply them to other
smells or tastes in his environment.

In the Stereo gnostic Sense Exercises, the child learns to feel objects and make
recognitions based on what he feels. ―When the hand and arm are moved about an
object, an impression of movement is added to that touch. Such an impression is
attributed to a special, sixth sense, which is called a muscular sense, and which
permits many impressions to be stored in a ―muscular memory‖, which recalls
movements that have been made.

The Designed Material

Montessori’s materials for the Sensorial work came from her own observations and
from ideas and materials from the French doctors Itard and Seguin. Unlike the
material used for Practical Life, this material has either never been seen or never
been used by the child in his everyday life. Having said that, the child will receive
no new experiences through the use of the material. This was purposefully thought
through in order to give the child what he knows, but might not yet realize, and to
then refine his knowledge. In order to do this, the material is presented in a
specific way or in a specific pattern: the child learns to match the similar things,
then he is shown how to grade the material based on its quality, and then he
receives the language related to his work. In presenting the material to the child
in this way allows him to fully understand the concept of his work.

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All of the Sensorial materials were designed keeping the same ideas in mind.

All of the material isolates the one quality that is to be worked with by the child.
This allows the child to focus on that one quality.

All of the materials have, what is called, a control of error. This calls to the child
to make the corrections himself.

All of the material is aesthetically pleasing. Such as with the Practical Life
materials, this attracts the child’s attention to the objects and allows the child to
manipulate the materials with ease.

All of the material must be complete. This

allows the child who is working with the
material to finish through the entire piece
of work without having to stop and find a
missing piece. All of the material is
limited. The first use of the term limited
refers to the fact that there is only one of
each material in the environment. This
calls for other students to build on their patience. The second use of the word
limited is in reference to the idea that not all of one quality or piece of
information is given to the child. For e.g. a child is not given every color in the
world, but only a select few. This gives the child the keys to the information so it
peaks his curiosity and leads him to learn more out of his own interest. Most
importantly, all of the material could be called ―materialized abstractions‖. This
means that though Montessori’s Sensorial materials, abstract concepts are made
into concrete materials. Montessori saw the importance of the manipulation of
objects to aid the child in better understanding his environment. Through the

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child’s work with Sensorial material, the child is helped to make abstractions, he is
helped in making distinctions in his environment, and the child is given the
knowledge not through word of mouth, but through his own experiences.

Sensorial

All learning first comes through the senses. By isolating something that is being
taught, the child can more easily focus on it. There are many different Montessori
sensorial materials designed to help the child refine the tactile, visual, auditory,
olfactory, and gustatory senses. For example, colors are taught with color tablets.
The color tablets are all alike, except for one detail — the color in the middle. It
helps avoid confusion for the child, and helps him and her focus specifically
on: What is “blue”?

Exact phrasing of identifying terms is important, thus, an oval is not an ―egg

shape‖, and a sphere is not a ―ball‖. The Montessori Method greatly emphasizes
using the correct terminology for naming what we see. This is readily apparent in
the sensorial area, because, it regularly overlaps into the mathematics area.

The red rods used in the sensorial area schooling are a direct link to the segmented
rods used in mathematics taught to one-through-ten year-olds. The pink tower has

31
a connection to units and thousands that the child learns later, in the 3-6
curriculum. Even the trinomial cube will be used in the elementary years to figure
out complex mathematical formulae.

Three Period Lesson

The Three Period Lesson is a teaching technique used to give formal vocabulary
lessons. Language is given after experience of that which is to be named. The
three periods support the three stages of learning.

Presenting Names that are Nouns using color tablets -

1st Period: Introduction of the names to be learned

1. Lay the primary colors in a row on the table in front of the child.
2. Isolate one and say, "This is blue."
3. Do the same for each tablet in turn encouraging the child to say the name
each time.
4. Repeat the names for each tablet in turn with the child.

2nd Period: Practice associating the names with the objects

1. The teacher gives each name in turn asking the child to point out the object
named. This is first done without moving the objects.
2. Then the objects can be moved about to challenge the child and to keep the
lesson interesting. Movement helps the child learn.
3. The teacher can use questions or short commands to which the child will
respond by indicating or moving the object named.

Some ways to do this are:

―Where is blue?‖
―Point to blue?‖
―Show me red.‖
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―Hand me yellow.‖
―In this corner show place blue.‖

4. This is the longest period and must be kept interesting.

5. When the child can unerringly associate the name with the object, the 3rd
period can start. This may be on the same day or on a later day.

3rd Period: Confirmation that the names have been learned

1. The teacher indicates one object and asks the child, ―What is this?‖ The
child says its name. Repeat for each object.
2. This can be done in any order.
3. If the name is not known by the child the teacher gives it again and
continues with the 2nd period activities until the child is ready for the 3rd
period.

Introduction to Mathematics

Math is all around the young child from day one. How old are you? In one hour you
will go to school. You were born on the 2nd.

Children learn to identify the numbers 1-9 using sandpaper numbers, just like the
sandpaper letters that are used for letter sounds. Many
different "manipulatives" such as chips, buttons, and
lids are used to count and to match quantity with the
written numeral. As children become more skilled in
counting objects they are introduced to addition and
subtraction where they use these manipulatives to
figure out their answers. When they have mastered
addition and subtraction, multiplication and division are taught, depending on the

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interest and ability of the child. Here again, the child uses real objects to figure
out the answer so that they can understand the process that is taking place, not
just memorizing formulas.

Number itself cannot be defined and understand of number grows from experience
with real objects but eventually they become abstract ideas. It is one of the most
abstract concepts that the human mind has encountered. No physical aspects of
objects can ever suggest the idea of number. The ability to count, to compute,
and to use numerical relationships are among the most significant among human
achievements. The concept of number is not the contribution of a single individual
but is the product of a gradual, social evolution. The number system which has
been created over thousands of years is an abstract invention. It began with the
realization of one and then more than one. It is marvelous to see the readiness of
the child’s understanding of this same concept.

Arithmetic deals with shape, space, numbers, and their

relationships and attributes by the use of numbers and
symbols. It is a study of the science of pattern and
includes patterns of all kinds, such as numerical patterns,
abstract patterns, patterns of shape and motion. In the
Montessori classroom, five families with math are
presented to the child, like, Arithmetic, geometry,
statistics and calculus. More precisely, the concepts covered in the Primary class
are numeration, the decimal system, computation, the arithmetic tables, whole
numbers, fractions, and positive numbers. We offer arithmetic to the child in the
final two years of the first place of developments from age four to age five and
six.

Arithmetic is the science of computing using positive real numbers. It is specifically

the process of addition, subtraction, multiplication and division. The materials of

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the Primary Montessori classroom also present sensorial experiences in geometry
and algebra.

Little children are naturally attracted to the science of number. Mathematics, like
language, is the product of the human intellect.

It is therefore part of the nature of a human being. Mathematics arisesfrom the

human mind as it comes into contact with the world and as it contemplates the
universe and the factors of time and space.

It under girds the effort of the human to understand the world in which he lives.
All humans exhibit this mathematical propensity, even little children. It can
therefore be said that human kind has a mathematical mind.

Montessori took this idea that the human has a mathematical mind from the
French philosopher Pascal. Maria Montessori said that a mathematical mind was ―a
sort of mind which is built up with precision.‖ The mathematical mind tends to
estimate, needs to quantify, to see identity, similarity, difference, and patterns,
to make order and sequence and to control error.

The infant and young child observes and experiences the world through sensorial
experience. From this experience the child perceives concepts and qualities of the
things in the environment. These concepts allow the child to create mental order.
The child establishes a mental map, which supports adaptation to the environment
and the changes which may occur it.

Clear, precise, abstract ideas are used for thought. The child’s growing knowledge
of the environment makes it possible for him to have a sense of positioning in
space. Numerocity is also related to special orientation. In the first plane of
development, the human tendency to make order along with the sensitive period

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for order support the exactitude by which the child classifies experience of the
world. The Montessori materials help the child construct precise order. In the
class, the child is offered material and experiences to help him build internal
order. It is internal order that makes the child able to function well in the
environment. Order under girds the power to reason, and adapt to change in the
environment.

Each culture has a pattern of function in that society. This pattern is absorbed by
the child, and becomes the foundation of which the child builds his life. This
cultural pattern is the context for the Montessori class. Practical life Exercises are
the everyday tasks of the home culture and include the courtesies by which people
relate. The child is attracted to these activities because they are the ways of his
people. He is attracted to the real purpose which engages his intellect. As he
begins to work with Practical Life Exercises, he is more and more attracted to the
order and precision that is required. Participation in these activities help the child
become a member of the society of peers in the classroom. Without the child
knows it, these activities are laying out patterns in the nervous system. Repetition
sets these patterns and leads to ease of effort.

The Sensorial Material is mathematical material. It is exact. It is presented with

exactness and will be used by the child with exactness. The activities call for
precision so that the child can come into contact with the isolated concepts and
through repetition, draw from the essence of each and have a clear abstraction.
These concepts help the child to order his mind. He is able to classify experience.
Clear perception and the ability to classify lead to precise conclusions. The
Sensorial work is a preparation for the study of sequence and progression. It helps
the child build up spatial representations of quantities and to form images of their
magnitudes such as the Pink Tower.

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Spoken language is used to express abstract concepts and to communicate them to
others. In addition to the spoken language, humans came to need a language to
express quantitative experience, and from this came the language of mathematics.

By age four, the child is ready for the language of mathematics. A series of
preparations have been made. First the child has established internal order.
Second, the child has developed precise movement. Third, the child has
established the work habit. Fourth, the child is able to follow and complete a work
cycle. Fifth, the child has the ability to concentrate. Sixth, the child has learned
to follow a process. Seventh, the child has used symbols. All of this previous
development has brought the child to a maturity of mind and a readiness of work.
The concrete materials for arithmetic are materialized abstractions.

They are developmentally appropriate ways for the child to explore arithmetic.
The child gets sensorial impressions of the mathematical concepts and movement
supports the learning experience. The material begins with concrete experiences
but moves the child towards the abstract. There is also a progression of difficulty.
In the presentation of the material, a pattern is followed. It is used throughout the
arithmetic Exercises. For the presentation of the mathematical concepts, the child
is first introduced to quantity in isolation, and is given the name for it. Next,
symbol is introduced in isolation and it is also named. The child is then given the
opportunity to associate the quantity and symbol. Sequence is given incidentally in
all of the work. Various Exercises call for the child to establish sequence.

The mathematical material gives the child his own mathematical experience and
to arrive at individual work. There are some teacher directed activities but these
are followed with activities for the individual. Some work begins with small group
lessons; these too will be toward independent, individual work.

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The Exercises in arithmetic are grouped. There is some sequential work and some
parallel work. The first group is Numbers through Ten. The experiences in this
group are sequential. When the child has a full understanding of numbers through
ten, the second group, The Decimal System, can be introduced.

The focus here is on the hierarchy of the decimal system and how the system
functions. It also starts the child on the Exercises of simple computations, which
are the operations of arithmetic. The third group will be started when the decimal
system is well underway.

From then on, these Exercises will be given parallel to the continuing of the
decimal system. This third group, Counting beyond Ten, includes the teens, the
tens, and linear and skip counting. The fourth group is the memorization of the
arithmetic tables. This work can begin while the later work of the decimal system
and the counting beyond ten Exercises are continued. The fifth group is the
passage to abstraction. The Exercises in this group require the child to understand
the process of each form of arithmetic and to know the tables of each operation.
There is again an overlap.

The child who knows the process and tables for addition can begin to do the
addition for this group. He may still be working on learning the tables for the other
operations and these will not be taken up until he has the readiness. The Exercises
in the group for passing to abstraction, allows the child to drop the use of the
material as he is ready. He can then begin to work more and more with the
symbols on paper, without using the material to find the answers. The sixth group
of materials, Fractions, can work parallel to the group of making abstractions and
the early work with the fractions can begin even sooner than that. Sensorial work
with the fraction material can be done parallel with the other groups of
arithmetic. The writing of fractions and the operations of fractions can follow as
the child is moving into the passage to abstraction.

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The adult is responsible for the environment and the child’s experiences in it. It is
important to provide the indirect preparation of experience with numbers before it
is studied. The arithmetic materials must be carefully presented as the child is
ready. Montessori has emphasized that young children take great pleasure in the
number work. It is therefore important that the adult not pass on any negative
overtone onto the child’s experiences with arithmetic. These Exercises are
presented with great enthusiasm. They must be carefully and clearly given to the
child. In this work, it is also important for the directress to observe the child’s
work. From observation, the directress will know if the child is understanding the
concepts or if further help is needed. As always, the adult encourages repetition
and provides for independent work, which will lead to mastery.

When the child is ready, the absorption is as easy and natural as for other areas of
knowledge. It is empowering and brings the child to a level of confidence and joy
in another path of culture. The abstract nature of man is not an abstraction if the
child’s development is understood by the adult.

Montessori & Language -

Definition of Language

Language is the mode of

communication or expression. It is
not a subject. Language is
behaviour. It is essential part of man’s activity like walking, eating etc. As it is
essential for us to eat and walk, language is also important to mankind. Power to
think is not enough or intelligence alone is not enough, for all this language is
necessary for man to communicate and to reach various levels for achievement.
Thus language is the root of all civilization. Language has been passed on from one
generation to another by the written symbols written by our ancestors or just by
hearsay. Language is what differentiates human beings from all other species. No

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other species have language. Language is an intelligent product of mass mind. It is
not just an incident, but an intelligent product of mass mind. Without language
physical growth is not complete. Language requires the vocal chord, the central
nervous system, development of the auditory sense and intelligence. Language is
also necessary for the emotional development, so that one can release the pent up
emotions. Hence social development is related to acquisition to language.

The components of Language

1. Sound – sound is very important to express oneself. There can be language

that is the sign language or code language but these kinds of languages have
its own limitations to nature so sound is absolutely important.
2. Meaning has to be there. Not only meaning but an agreed meaning. When
the user is saying ―this is a chalk,‖ the receiver has to understand. In this
manner the child is given lots of words with meaning. The adult has to see
that the child has a large number of words with agreed meaning in the
child’s vocabulary.

What are sounds?

Sounds are vibrations. These vibrations are called ethereal waves. These waves are
received by the ether in the ear. These vibrations are extremely of strong quality.
Sound that we make must be acceptable to the ear of the receiver. The
measurement of sound is called decibels. Thus we say high or low decibels.

The Montessori language programme should be structured with the following

aspects. All activities are related to these five aspects which are:

a. Sounds
b. Agreed meaning

c. Talking

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 d. Listening
e. Reading.

When the child comes to the Montessori environment the child should be given a
lot of sound awareness at 2yrs and a lot of words which the child is familiar with.

How the child is introduced to language at an early age

When the child arrives in a Montessori classroom, he already has a completion of

the spoken language. During his first three years of life, the child has been
constructing his language and now, in the Montessori classroom, he will be
consolidating what he knows. Because the child's will is being constructed, he can
consciously begin to explore language. This is the perfect time for the child to gain
the correct tools in his home language.

To teach the child correct oral language, Montessori split the learning into two
groups. The first group she called: "The Enrichment of Vocabulary". In these
activities, the child learns new words on a daily basis through formal lessons and
classified groups. The second group of oral work is called: "Language Training". In
these Exercises, the child experiences a great variety of language experiences. He
learns through the many forms of literature, Exercises in self-expression, and
games to learn the grammar of the language. Through both of these groups of
Exercises, the child's later learning in reading will be facilitated by the recognition
of words. This is the foundation for all other language expressions.

The purposes in Montessori's Oral Language lessons are vast. Children will gain
clarity in speech, a large expansion of vocabulary, a familiarity in various aspects
of language such as correct usage of the language, artistic expression, and a large
range of language, awareness of the language structure, and most importantly an

41
appreciation and enjoyment of language. Through all of the Exercises, the child is
also being indirectly prepared for the written language work of creative writing
and later, total reading.

In the Oral Language lessons, materials are used from the classroom to aid the
child's learning. Some lessons call for objects directly in the class room; other
lessons call for classified cards, different pieces of literature, and even the
directress as a language model and source for learning. Because the directress is
such an important part in the child's growth in the Oral Exercises, it is important
for her to remember to do these lessons on a daily basis with every child in the
class.

How is the child introduced to sounds?

Children are introduced to sounds through the sandpaper letters. They trace each
letter as they say its sound ("ssssssss" for "S"). Later they start putting these sounds
together to form words with the moveable alphabet, a large set of individual
plastic letters. Even children that have trouble writing can spell words with the
moveable alphabet if they have learned the letter sounds. At the same time paper,
markers, colored and regular pencils, crayons and chalk are provided so that
children can constantly use their writing and drawing skills to express themselves.
Each day the children also draw and write on a journal page. They are free to draw
or write about whatever interests them. At the end of the school year we send the
journals home to you as a written keepsake of their early writing experiences.

Writing

Writing is a complete act that requires intellectual process combined with manual
dexterity and is the ability to express thoughts with graphic symbols. Activities
that make this possible were of special interest to Montessori, who realized the
great importance of indirect preparation: the child had prepared his hand and his

42
mind to then be able to write. When all of the components of language come
together and the child realizes he can write is what Montessori called an
―explosive phenomenon‖.

Why handwriting is best learned now

During the time when writing is introduced to the child, the

child’s sensitive periods are helping the child investigate his
environment. The child is attracted to order in anything,
and there is order in writing, such as how to make the
letters, the order in sounds represented by letters, and the
order in the structure of the language as a whole.

The child has been prepared for writing through his past experiences in the
classroom, which begins with the sound games, to help the child realize that words
are made up of sounds. Then the child worked with the Sandpaper Letters to help
the child become aware that each sound has a symbol.

With the Moveable Alphabet, the child was able to put a thought into symbols first
by ―writing‖ a single word, then a phrase, then a complete sentence and finally a
story. The last direct preparation the child will have before he begins to write will
be his work with the metal insets. This will help the child to learn how to correctly
hold a pencil, it will make the child practice different strokes, help the child learn
about pencil pressure and will make the hand ready for handwriting.

The refinement of the senses also aids the child in learning to write by the child’s
heightened interest in the nuances of perceptions. Clear perception helps the child
write better and to assess his own work. Refinement of movement is also very
helpful for the child who is learning to write. He is interested in the movement of
making the letter. The child’s hand is flexible and malleable and his movement is

43
not yet set. Touch is still quiet irresistible and the child will make conscious
attempts to stabilize his movement as he begins to work with the writing
Exercises.

The child’s absorbent mind helps him to absorb the images of the letters and also
helps the child absorb the importance of writing. It is important in the culture and
the child will take that in. This contributes to the child’s deep desire to write. The
children will come to realize that writing is not just any marks put on paper but is
made of special marks. Knowing these special marks helps the child to do ―special
writing‖.

Communication is a human tendency and writing gives the child this satisfaction.
Mastery of writing is developmentally important because it is a major part in the
child’s adaptation in the environment and gives the child another level of
independence. Writing with the Movable Alphabet will come a few months before
handwriting and somewhere in the beginning of handwriting, the child will begin to
read. From thereon, writing and reading will develop parallel to each other and
will support the development of each other.

After the child has learned to write, development Exercises will help the child
bring his handwriting to a very high level. His writing will be legible, beautiful, and
unique. All of the children will learn to write but each does so in his own way.
Uniqueness is fixed when the mechanism of writing is well established. What is set
in the child tends to remain fairly well intact throughout adulthood and highlights
how important the preparations are, so this childhood acquisition will be correctly
set.

The skill of writing is a practical skill that also enables the child to write
creatively. Through these handwriting Exercises the child will be able to make his
own personal expressions and put his own thoughts on paper.

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Reading

Reading should be an exciting discovery for the child and can occur in a similar
way as the child discovered writing. He may be looking at what he has written and
realize that he can read what he wrote. When reading is discovered and not
taught, the child can have a lifelong love of reading.

Reading allows the child to connect with the thoughts of others from the past and
the present. It helps the child develop his personality and his intellect. The child
will read to get information in the same way they see the older children and adults
of their society do. Once the world of books is opened to the child, the sky’s the
limit. Some children are so excited by the ability to read, they will want to read
and read and read and will do so at school and at home whenever they have the
time.

For the child who reads, we must

provide a number of good books.
We need to be sure we have a
great variety. Children enjoy
books about people, other places,
about animals and birds and
flowers, about events from the
past and about everyday life.
The child recognizes the enormity
of information possible to get
from reading. In today’s world,
the information age, the ability to read means the child will be able to read all the
things of interest to him.

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In today’s developed countries, knowing to read and write is important for the
development of the whole being. Literacy is part of the human’s whole adaptation.
He must be able to write the language, read the language and without reading, the
person is not fully independent.

Montessori viewed the written language as part of the child’s heritage. With this
view, the adult has a responsibility to the child to give him the home’s language.
Mastery of writing and reading makes it possible for the child to see the wonders
that come from the thoughts of others and the enjoyment that comes from finding
out those things we are highly interested in.

Some children will come to read in an ―explosive period‖ when reading all of a
sudden happens to the child. If this does not happen, there are two stages of
reading. The first is when the child learns the mechanics of reading. The child will
be given the experience and keys needed to master the language. The first key
being that a sound can be represented by symbols. By seeing the symbols and
putting the sounds together, the child can come to finding a word that has
meaning. As the child practices reading he will master the mechanics, and will
move to greater and greater ease of reading.

The second stage is when the child reaches the level of total reading. This means
the child is ―interpret reading‖. At this level the child doesn’t read word by word,
but reads phrases and sentences and gets the full understanding of these. The
reading program offers the child grammar and syntax that helps him interpret what
he reads. At this level the child not only understands the meaning of the words but
grasps the whole meaning of the text.

The indirect preparations for reading are the same as for writing in the preparation
for the mind. Everything the child has been working with up until this time with
Practical Life and Sensorial materials help the child to read. Indirect preparation

46
in the language area is also of extremely importance for reading. The directress is
another major role in the child’s learning to read. By doing the Sound Games,
Sandpaper Letters, and the Moveable Alphabet, the child is getting direct
preparations for reading with the help of the directress. And when some of the
children start reading with the words they create with the Moveable Alphabet, it is
then time to begin teaching them the reading Exercises.

Some children will only begin reading by stages but once a child starts to read,
they will begin to read almost anything. There are many interesting things to read
at all stages of the exercise and by offering the child enjoyable activities, reading
is mastered through positive experiences. In the end, our goal is to create a child
who can use reading for both practical and pleasurable purposes.

Environmental studies in a Montessori Environment

The young child is curious about everything and needs to explore and discover. The
Montessori 3-6 learning environment is designed to encourage each child to move,
touch, and manipulate. The child has freedom to work independently, based on
their own initiatives with gentle and respectful guidance from their teacher.

Montessori 3-6 learning environments are inviting, attractive indoor and outdoor
spaces with an intriguing array of learning materials, books, plants, animals, art
and music materials, gardening and nature activities.

The Montessori environment contains specially designed, hands on materials that

invite children to engage in learning activities of their own individual choice.

Under the guidance of a Montessori teacher, children in a Montessori classroom

learn by making discoveries; cultivating concentration, motivation, self-discipline,
and a love of learning.

Geography
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Children are first shown a globe with the land masses coated with sandpaper and
the water painted blue and smooth to the touch. This gives them a tactile
introduction to the continents. This is followed by work with the world map
puzzle. They learn the names of each continent and note the differences in size
and shape. The next step is the individual continent puzzles where the children
learn the names and placement for the countries in each continent.

Art and Craft

Arts and Crafts are pretty much incorporated into the Cultural and Practical Life
areas of the classroom. Here, the children learn to cut, paste and be creative. The
children also learn about different artists and their art. The children also get to
work on group or individual projects related to the unit study they are working on
in the Cultural area. For example, if they are learning about insects, they might
decorate or draw butterflies or any other insect. This area is where the children
express themselves through art.

Art and Craft in a Montessori Classroom is a way for children to express their
thoughts and creativity.

Children get to express their feelings, the way they see things visually and their
views of it. They write stories and feel productive while drawing pictures.

Teaching Children to Draw

From picture-books toddlers learn that shapes have names and represent objects.
They begin to label familiar shapes found in their scribbles, then begin to use
simple shapes to construct simple objects, especially faces.

As children get older, they add detail and complexity to their drawings. Faces
attach to bodies, and ways are found to represent more objects. At around age 5,

48
depending on the child, a sense of pattern emerges, with houses, trees and
families telling familiar stories, and the symbol-library does its job well.

Problems begin at about age 10, when reality and appearances become important.
The rocket taking off or the beautiful dress or the horse doesn’t look right - the
symbolic language no longer works. Some children become obsessed with drawing
fine details at this stage, some will do a great deal of drawing in an attempt to get
it right, and most will give up in disgust.

Handle with Care

Drawings represent the child's experience of the world. We must be careful not to
invalidate this by the way we respond. Inappropriate responses may include
imposing our narratives - our stories or ideas - on the drawing, for example "Oh,
that's a nice dog. Oh, it's a horse? Well it looks like a dog...‖; criticism of lack of
realism, and unrealistic expectations - have you noticed how we always expect
children to draw from memory even things which they may be quite unfamiliar
with? - And importantly for older children, criticism of realism, when we label
their awkward attempts at realistic detail as 'tightness' and lament the loss of
childish innocence.

Of course we fear that we might inhibit a child's natural creativity, but it is

important to remember that if children are not taught to draw, their creativity will
die a natural death. Art skills - drawing, painting, sculpting what you see - can and
should be taught to children. You have to know the rules before you can break
them: no-one would suggest that you can play great music without years of music
lessons, but somehow they don't apply the same logic to art.

The difference between drawing a square house with 4-square windows and a
chimney and drawing the 'real' shape of a house is an immense leap of
understanding. Learning to draw is far more about seeing than about making marks
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on paper. This is essential: to teach your child to see this way, you must first learn
about it yourself. Do the beginner's lessons on this site. Read Betty Edward's
'Drawing on the Right Side of the Brain'. You must understand how an artist sees
the world to foster this vision in your youngster.

Don't expect instant results

The process of learning to draw is a lengthy one, measured in years, depending

upon a child's fine motor skills and cognitive development. Pushing a child too
quickly will only result in unhappiness for all concerned, while gentle nurturing will
allow their natural talent to blossom.

Kids love dressing up and pretending to be other people. Masks can be a fun
and easy craft project to stimulate the imagination and eliminate boredom.
Help children flex their creative muscles with these fun and easy ideas for
mask-making crafts.

Animal Masks

1. Children can make animal masks and then use them to act out their favorite
fairy tales and fables.

Make a lion mask by coloring a paper plate yellow or tan. Use orange and brown
construction paper, cut into strips approximately 2" wide by 3" long to make the
mane---cut fringes into these strips and then glue them around the edges of the
mask. Add eyes, a nose and a mouth by cutting out construction paper or drawing
them in. Using the same paper plate base, you can also make a bear. Add on a face

and ears, and color him brown (or black and white for a panda, or all white for a
polar bear). Paper plates in other colors can be used to make a pig, mouse or dog

50
mask as well. Just add the appropriate facial features and ears with construction
paper.

Emotion Masks

2. Help children learn to express their emotions and distinguish facial expressions
by creating emotional masks. Cut several circles out of various colors of
construction paper. Help children talk about different emotions and how those
emotions look on someone's face, and then draw those types of faces on their
circles. For example: Anger can be a red mask with pointed eyebrows and
squinted eyes. Happiness can have wide eyes and a big smile on bright yellow
paper. Sadness can be blue, with a frown and a tear coming out of the eye.
Glue a craft stick to the bottom of each mask so your child can hold it up in
front of her face. Then read children a story using different emotions and use
the masks as a visual aid, or have them use their masks to talk about how they
feel in different situations.

Teaching Dance

Teach dance to any age group (children through adults).

Dance as a technique helps to burn up the excess energy and
helps children to focus and concentrate. It is a skill that
motivates a child and encourages rapid skills of development
both mental as well as muscular. Successfully introduce
mime, gymnastics, stretching techniques, and theatre
strategies to students as they progress in the dance
techniques.

Use a short story that relates the preexisting experiences to create interest in an
activity and progress gradually. (This photo is of Rachael at age nine.)

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Here’s a sample.

Chapter 1 - Rachael Goes to a Dance Recital

Rachael’s mother had exciting news to share. "Rachael, your cousin Laura is going
to be in a dance recital. Would you like to go and watch her?‖ she asked.
"Will I have to dance too?‖ Rachael wondered.
"No, we’re just going to see Laura this time." replied her mother
Rachael, who was four years old, wasn’t sure what a recital was, but agreed to
watch her cousin dance.
On recital day, Rachael and her mother drove to the auditorium. It seemed so
large with lots of seats and many, many people. She was very surprised to see her
Nana and Grandpa!
"Where’s Laura and Aunt Sally?‖ asked Rachael.
"They’re back stage getting ready,‖ Nana replied
"Oh, where is backstage? Can I go there too?‖ asked Rachael.
"See that place down in front with the curtain across it?‖ asked Laura’s brother
Tommy. ―That's called a stage and when they open the curtain you'll see the kids
do the dances they learned.‖

―Behind the stage, he continued, are the

dressing rooms where they put on or change
their costumes. Only dancers and helping
parents can go there now.‖
―After the performance we’ll go backstage to
give Laura the flowers we bought for her. You can see what it’s like then.‖ said
Rachael’s mother.

Suddenly, the auditorium lights dimmed and Laura’s dance teacher, Miss Clara,
walked out on stage. She thanked everyone for coming and reminded the audience
not to use flash cameras as they might startle a dancer and cause them to fall. She

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went on to say the show would be about an hour long with an intermission half-way
through.

―So with no further ado,‖ she announced, ―let’s watch these wonderful children
dance!‖

Rachael’s eyes grew large as the first group entered, dressed in the most beautiful
costumes she had ever seen. The children formed into rows and waited for the
music to begin. They all seemed to know exactly what to do and looked very happy
with big smiles on their faces.

―But I don’t see Laura!‖ cried Rachael………

Continue in dance steps to complete the story.

Teaching Music

Teaching music to children will provide a new set of skills that will help to enhance
their overall abilities. Knowing where to start teaching music to kindergartners is
the first step to making sure.

1. Prepare the curriculum. Before you introduce any

musical concepts to children, you will want to
prepare your own curriculum. This should include a
step-by-step program that will introduce them to
the basic concepts of music and will allow them to
explore music. The basic concepts should also
include songs that they can learn and supplements
that will help them to learn the concepts more thoroughly.

2. Start with rhythm. Begin teaching music to kindergartners with concepts

that are easy to grasp. Defining basic rhythms, both by the note values and
symbols and by how to count, will help with an easy introduction.

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 3. Adding this in with counting and clapping or with using
rhythmic instruments will allow them completely grasp this
concept.

a. Add in the melodies. After children have rhythm down, add simple
melodies. Teaching them children's songs or
folk melodies will provide a strong basis for
later musical concepts. The easiest way to do
this is to play something, and then have them
repeat it by singing. You can do this until the
song is memorized.

b. Show them how the melody works. If the copy and repeat option for
melodies doesn't help the children to tune in, you can add in more
supplements for helping them to learn the different pitches. Having
visual displays, movements that they can do or games that help them
get to each note will help them to define the tones that they are
using.

Storytelling

Story time is very special for the children. They look forward to the story telling
sessions. Stories are one way by which children increase their vocabulary and also

knowledge. They also learn about the different emotions which are involved in
that particular story.

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When we are teaching the pre-literate children we need to revert to time-
honored story-telling skills and use visual aids, dramatic tone of voice, mimicry,
gestures, and mime to bring the story alive. One doesn’t have to be good in acting
to keep a group of children enthralled. Though the modern children are brought up
by watching television, but they still enjoy the human contact when stories are
being narrated. When telling a story, it is important to create a close and intimate
atmosphere. The children sit in a semi-circle facing the adult. This should ensure
that the adult’s face, hands, and visual aids are visible to all the children.

Why stories are important

 It is always better to tell stories than to read it from a book.
 Stories create a better interaction with the children.
 Good eye contact.
 Drawing the required pictures and writing will later encourage the children
to read and write.
 It also encourages the children to read books later on.
 It also encourages the children to tell stories.

Benefits acquired from storytelling

From the beginning the child should be encouraged to join in with the story where
there is repetition. By the second and third telling the adult can leave bit out or
altering the story, which will have the double value of checking on listening
comprehension and encouraging the children to speak.

The children learn and pick up a lot of vocabulary from the story telling sessions.

They also learn about the various stories of the past and as it will be said in past
tense they will hear it and understand them naturally, which is a good preparation
for active use of grammar when the children are older.

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The children eventually take interest in reading story books.

Drama (Role play)

Drama or Role playing has been around as a learning

tool for a long time. Without defining it as such,
many of us use role play as a basic tool of life.

The importance of role play in children's

development:

"There’s a lot happening during playtime. Little ones are lifting, dropping, looking,
pouring, bouncing, hiding, building, knocking down, and more. They are learning
key scientific concepts, such as what sinks and floats; mathematical concepts,
including how to balance blocks to build a tower; and literacy skills, such as trying
out new vocabulary or storytelling skills as children ―act out‖ different roles.

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"And when your children play with you, they are also
learning — that they are loved and important and that they
are fun to be around. These social - emotional skills give
them the self-esteem and self-confidence they need to
continue building loving and supportive relationships all
their lives." (Taken from the Zero to Three website)

Rebecca Parlakian and Claire Lerner begin their article about the importance of
play to a child's development by reminding parents and care- givers that, "Play is
learning. Playing with your child is not only fun, it's one of the most important
ways you can nurture development. "Play" doesn't necessarily mean an organised
activity or a dedicated period of "quality time." Play - and learning - can happen
anytime you are with your child."

Sometimes babies and young children want to play on their own but enjoyable play
includes the possibility of play companions - adults and other children - joining in
without taking over. Practitioners need to be playful companions who sometimes
follow a child's lead and sometimes introduce a new element into a familiar game.

Adult playmates can ease any tensions and role model social skills when babies and
very young children want to play together but are struggling with space, turn-
taking and what this game is all about today.

Role Play can be one of the most important activities for young children; it not
only stimulates their imagination but can help with their social development.
Literacy, numeracy and other curriculum activities can all be planned as part of a
role play situation. Whenever we project into the future in a kind of 'what if'
scenario we are indulging in a role play of some sort, we are projecting ourselves
into an imaginary situation where, though we cannot control the outcome, we can

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anticipate some or all of the conditions and 'rehearse' our performance in order to
influence the outcome.

Role Play Activity: Planting Season

Suggested items to collect:

 Plant pots
 Bean or Gram seeds/ any other kind of seeds
 Watering cans
 Paper to make a poster / colors

Activity
 Fill the pot/s with soil from the garden
 Plant the seeds
 Water them
 Monitor their growth progress
 Make a chart/ poster on germination.
 EVS activities: Discuss environmental issues/ making our earth green
 Math activities – Counting, addition using seeds, flowers and leaves

There are endless variations of this role play:

Baking Day

Visit a supermarket which can all incorporate activities from other curriculum
areas.

Children's games that involve role play generally have no rules except to stay in
character, and require no specific props. They are normally restricted to
young, pre - pubescent children, and aside from their straightforward purpose of

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fun can sometimes also serve the purpose of allowing children to explore adult
roles and relationships. Play can reveal a lot about a child's psychological state,
perception of gender roles, home life and interpretation of the world that is
around them.

Role Play Activity in a Young Learner’s class

1. Playing House: the main aim is to explore familial relationships. Children

can act like a family and also explore other
family arrangements with each other. It also
deals with gender roles.
2. Shopkeeper and playing customer: This is
interpretation of basic social interaction and
can be an insight into the income status of the child's parents.
3. The Three Little Monkeys (song)
Three little monkeys swinging in a tree, (hold hand up with 3 fingers in the air)
Teasing Mr. Alligator, Can't catch me! (shake finger, use voice to sound like you're
teasing)
Up crept Mr. Alligator quiet as can be. (whisper this line, pretend to creep
around)
SNAP! (use arms like an open alligator mouth, snap them together on the word
SNAP)
Two little monkeys swinging in a tree, (repeat actions throughout all of the verses)
Teasing Mr. Alligator, Can't catch me!
Up crept Mr. Alligator quiet as can be.
SNAP!
One little monkey swinging in a tree,
Teasing Mr. Alligator, "Can't catch me!"
Up crept Mr. Alligator quiet as can be.
SNAP! (pause) MISSED ME! (teasingly)

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Grade Level(s): Kindergarten, 1, 2

Subject(s):Arts/Music

Description: Singing and dancing has been a tradition in many cultures. A simple
song can brighten a student’s mood or the classroom. An example of a mood lifting
song is the The Three Little Monkeys.

Goal: Students will learn a song and improve their motor skills.

Objectives: The students will be able to perform the song and dance without help
from the teacher or peers.

Background Information:Young students love to learn actions to new songs. The

song included in this lesson is similar to a chant and it allows the students to put
some creative actions with the words. The students can take the words from this
song and put new actions with it or the students could take a song they already
know and make up actions to match the words.

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Concepts: The students will be able to:
1. Sing and do the actions for The Three Little Monkeys.
2. Make up actions to a song they already know.

Materials: None

Procedures:
1. Teach the students the words of the song.
2. Teach the students the actions of the song.
3. Practice the song with the actions until all of the students feel comfortable.

Certain factors must be remembered by the teacher while conducting role play
with children:
 Role playing can become ineffective if children are unclear about what they
are supposed to do. Generally, remove technical content except for the
very basic information needed
 Role playing briefs should contain enough information for both parties to
engage in a believable and relevant conversation, which should be in line
with the objectives. Give as much detail as is necessary - too little and
there won't be enough to sustain a conversation, too much and children will
be swamped with information, most of which they either won't need or
won't remember.
 Avoid giving children task of role playing attitudes alone. If you want
somebody to role play an angry customer give them something to be angry
about. Behavior, like acting, is all about specifics. A well written brief will
help to keep the role play focused and on track.

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Project Approach

In today's world, teachers have a long wish-list

for their students: They want them to be
globally competent, problem solvers, critical
thinkers, literate and collaborative, to name
just a few. But those characteristics cannot be
taught through traditional instruction.

Project-based learning (PBL), slowly displacing traditional forms of teaching, has

evolved as a way for teachers to help their students become what the world will
one day demand of them.

What Is PBL, Anyway?

Project-based learning is an increasingly popular approach to teaching that allows

students to explore real-world problems and challenges through working and
collaborating with other students in small groups.

Just as in the real world, the challenges involved in the projects require students
to use a spectrum of skills, which helps them fine tune their critical thinking
ability, gets their creative juices flowing, and involves using knowledge from a
breadth of curriculum.

While standard lecturing and text book reading may be part of PBL, the majority of
the projects focus on active and engaged learning, which studies show help
students retain a deeper knowledge of the subjects they're studying.

In addition, PBL also helps students polish their organizational and research skills,
build teamwork ability necessary for the real world, and become better
communicators.

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Furthermore, instead of traditional grading rubrics
such as tests, PBL typically culminates with a
presentation to an audience other than the teacher
and classmates, and oftentimes includes producing a
finished product, such as a Website. This generally
makes the work more meaningful for the students,
who in turn, put more effort and enthusiasm into
their work.

Most importantly, PBL allows students to better understand how academic work
can connect to real-life experiences.

Projects

How it works:

Create a Project: Choose a topic and specify the goals and target age range.

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Add Members: Assign students from your class or collaborate with other members
around the world.

Start Creating: Add pages, and fill them with text, lists, pictures, multimedia,
interactive discussions, votes, and more.

Communicate: Keep project members updated with the project calendar and
message tools.

Explore: You can also visit thousands of existing projects for ideas, or to find a
project you want to join.

Why Integrate into the Classroom?

Projects provide a flexible framework for engaging students in exploring curricular

topics and developing important 21st century skills, such as communication,
teamwork, and technology skills. In addition, students are motivated by the fun
and creative format and the opportunity to make new friends around the world.

Advantages of the Project Method:

Provides practice: students are able to see the relevance to the real world of
what they are learning.
Provide variety for students and teachers - they get out of the classroom and 'into'
the environment.
Integrate the 'four skills' of reading, writing, speaking and listening in a natural
way.

Provide a sensory rich learning experience. Learning is enhanced when students

see as well as listen (audiovisual) - they remember even more when they can also

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use their senses of touch, smell and taste.

Provide practice across the curriculum e.g. Art, History, Geography, Biology etc.

In addition, projects in the natural environment -

Provide practice in academic skills such as note making, labeling, classifying,

referencing, etc.

Take place in a natural and enjoyable setting. This helps to lower emotional
barriers which sometimes get in the way of effective learning.

Develop in the students an appreciation of and sensitivity towards the natural

world.

A project helps in applying theory into practice as well as integrating the different
subjects in the curriculum.

The basic outline of an environmental

project is as follows:

a. Preparation. As a teacher, think about how

the students will benefit *linguistically* from
the project. You will need to balance the
length of the activity against these benefits.
For example, drawing a tree contains little or no linguistic benefit, whereas
collecting leaves and identifying them in a field guide contains considerable
benefits. Make a list of vocabulary, structures and functions which the
students will practice during the project. The teacher may point to the
beneficial qualities of planting trees.

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b. Put together a 'green box' full of equipment that might be needed:
directional compasses, maps, clipboards, collecting jars, reference guides,
etc, so that you don't need to hunt around for things at the time.

c. Introduce the project. As far as possible let ideas for projects emerge from
the students themselves. Just asking 'How could we learn English outside the
classroom / using trees / using flowers, etc?' is often enough to get them
started. Explain what you're going to do and how it will benefit the
students.

d. Language practice. For example, if the students are going to study flowers
or trees you could first show them how to use a reference guide to enable
them to identify the different species. If you were going to study insects you
could ask them to read a description of an insect and label a diagram. If
they were going on a country walk you could ask them to plan and describe
the route they will take, learn the Country Code, speculate about what they
might see, etc.

e. Field work. This is the activity itself. Make sure that children are properly
supervised. Set a time limit for the end of the activity. Establish boundaries
and no-go areas. Make sure they retain a proper respect for living things: for
example not picking wild flowers, returning specimens to where they were
found.

f. Reporting. Once back in the classroom, compare and contrast findings.

Write reports. Draw and label diagrams. Produce maps and graphs, etc.

g. Personalization. This is to help your students see the relevance to them of

what they have been studying. Ask them how they felt about the project.

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 Ask them about favourite plants, animals, colours, shapes, textures, etc.
Ask them about their home environment: how is it the same or different?

h. Extension. If possible, set the project in a larger context. Eg. studying trees
could lead onto a discussion about the rainforests, global warming,
sustainable development, etc.

Some examples. . .

Projects in the natural environment don't have to be complicated and can be used
to practice almost any item of language. Here are some examples:

 WHAT DO YOU CALL..? / HOW DO YOU SPELL..? Plan and go on a country

walk while the students ask questions.

 SHOULD / SHOULDN'T. Learn and act out the Country Code (video'd?) e.g.
'You shouldn't pick wild flowers.'

 THERE IS / ARE.... SOME / ANY.....+ PREPOSITIONS. Draw & describe a

scene. e.g. 'There are some birds in the tree.'

 DESCRIBING LOCATION. Make a plan of the school grounds and write about
it. e.g. 'The school is approached by a long avenue lined with trees.'

 COMPARISON & CONTRAST. Measure trees / race sticks in a river / compare

and contrast leaves, insects, flowers, etc. e.g. 'Taller/shorter/shortest
/faster/slower/slowest, most/least colourful, etc.',

 DESCRIBING COLOURS & TEXTURES. Scavenger hunt (created by your

students?); natural collage & sculpture. e.g. 'Find something

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 red/blue/smooth/furry, etc. Where's the large furry caterpillar?'

 PRESENT CONTINUOUS / 'GOING TO' FUTURE. Record daily rainfall /

temperature / wind speed & direction, etc. Write a daily school weather
forecast. e.g. 'It's raining / the wind's blowing from the West / It's going to
be bright and sunny this afternoon / it'll be bright later.''

 DIRECTIONS. Create a nature trail. Plan and go on a country walk. e.g. 'Go
through the woods and turn left down the grass track.'

 DEVELOPMENT. 'USED TO'. Contrast past maps and photos with the present
scene. e.g. 'There used to be green fields here but now there is a road.'

 PREDICTION. Contemplate the effects of time upon a scene. 'By 2005 the
road will have disappeared. The trees will have been re-planted.'

 PAST NARRATIVE (i.e. First, next, then, etc. + past verbs). Describe a walk.
e.g.' First we walked across a bridge, then we saw a rabbit, etc.'

 INSTRUCTIONS (First, next, then, etc + imperative verbs). Follow

instructions to create a sun dial. e.g. 'First take a piece of card and cut a
hole in the centre. Then…'

 CLASSIFICATION. Collecting, sorting and identifying leaves, flowers, insects,

etc. e.g. 'Evergreen trees can be divided into four basic types.'

To help our candidates plan a project based activity the following example has
been included.

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Steps for a project

 Purpose
 Planning
 Execution
 Evaluation

The project should involve the following:

1. Observe – Look at the world around you. Watch things closely, and that will
make you curious about why or when or how something happens. That leads to the
next step…
2. Problem – The questions that come up during your observations – the why’s and
the how’s are the second step of the scientific method. Your problem is usually
stated as a question.

3. Hypothesis – A guess at the answer to the question. A hypothesis is an

―educated guess‖. You take what you already know about the subject and use it to
guess the answer to your question. You could be right. You could be wrong. It
doesn’t matter, because you’re going to find out in the next step…

4. Experiment – Test your hypothesis. Come up with an experiment to find out the
answer to your question. This is the trickiest part of the scientific method,
because an experiment has to be designed with controls and variables in place.

5. Conclusion – The solution to your problem. When the experiment is complete,

your question will be answered, and your results will help you reach your
conclusion.

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A project should have a time frame of at least minimum 7 days to 4 weeks
maximum. Apart from that your project should be age appropriate. Practical
application of the project is also of importance.

A project for the Elementary Class

Leaf Collection Project (Group project – groups of 2/3 students)

Class/ Grade: 2
Age: 6-7 years
Time for completion: 2 weeks.
Previous knowledge on which the project is based: Types of plants e.g. trees,
herbs, shrubs and whether they are evergreens or seasonal trees.

The project aims to integrate EVS and Language. Skills that are involved are
assimilation of previous knowledge with application and writing / labeling.

Leaf collecting is a good way to learn about the plants that grow in your area/
neighborhood.

Collecting leaves will also help you to learn about -

 Different types of plants
 Colors through the colors of the leaves
 Conservation of trees

Assignment: Studentsare to create a leaf collection booklet containing leaves

from 8 different trees. Label them and write the types of plants they were

 Materials needed:
 Scrap book
 Glue

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  Pen/pencil
 Labels

A small packet to keep the leaves in.

Process:
1. Go around your neighborhood and collect 8 different types of leaves
2. Identify the leaves- that are names of the plants/trees, types of plants /
trees.
3. Label neatly.
4. Write 5 lines on how to save the trees.

Important note:
(Please instruct your students that if the leaves are collected from the neighbors
garden then they need prior permission before picking those leaves. Ideally the
collection needs to be from the leaves that are on the ground and not plucked
from the plants. That is one way of teaching that plants too have life).

Computer aided Learning (CAL)

In the early 90’s education started being affected by the introduction of word
processors in schools, colleges and universities. This mainly had to do with written

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assignments. The development of the Internet brought about a revolution in the
teachers’ perspective, as the teaching tools offered through the Internet were
gradually becoming more reliable. Nowadays, the Internet is popular in foreign
language teaching, both educators and learners are embracing it.

No doubt that computer is a great tool to improve student’s learning. Computer-

assisted-instruction increases motivation by providing a context for the learner
that is challenging and stimulates curiosity (Malone, 1982).

Activities that are intrinsically motivating also carry other significant advantages
such as personal satisfaction, challenge, relevance, and promotion of a positive
perspective on lifelong learning (Keller and Suzuki, 1988; Kinzie, 1990).

The fantasy context increases learning, apart from using computer programs, that
involvement in fantasy is often highly intrinsically motivating.

Pedagogical points of view of CAL:

 Children feel positive about activities using
CAL
 Feel a sense of independence.
 Satisfaction able to control the technology.
 Higher level of motivation.
 Increased enthusiastic collaboration and quick learning using computer.
Main Categories of CAL

DRILL

SIMULATION

TUTORIAL

GAME

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CAL based programmes are useful because:
a) They present the educational material in a navigable form.
b) They provide repetitive drills to improve student’s command of knowledge.
c) They provide game-based drill to provide learners enjoyment.
d) Assess student’s capability with a pre-test.
e) Assess student’s progress with a post –test.
f) Routing students through a series of instructional programs.
g) Recording student’s scores and progress for later inspection/ evaluation.

Teaching through technology is not only an effective teaching tool for the
teacher, it also introduces the learner to the digital world which not only
supplements textbook content, but also makes it come alive.

As a teacher using technology in the classroom one can use the following to
engage the young learners and make learning more effective.

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Animations
Animation can be a child-friendly way of integrating technology in the classroom.
This is an effective way of engaging the audio visual learner and keeps a class of
mixed learning styles effectively attentive.

Presentation
PowerPoint for young learners. This makes contexts clear and recapitulation
effective.

Video Tutorials
These can be used either to create video tutorials for learners who are into home
school or for those who are unable to attend school for reasons beyond their
control.

Digital Stories
Stories are important for young learners, and they are ideal for their imagination
to come alive. Digital stories include animation as well as the film version and can
be an ideal option to activate the schema and help the learners to connect to
technology from a young age.

Digital Posters
For the pre-adolescents, there are the Digital Posters, that encourage creativity
and gives scope for the imagination to find an outlet. KerProofanfGlogster Digital
Paper are both good tools for creating digital posters.

Online Whiteboards
Interactive whiteboard tools – like Scribbler, Spaceneck, Sketchlot and Pixiclip–
allow the teacher to create board activities and record what’s done on the board
for later lessons. It is effective when a substitution teacher has to take the class.

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Podcasting
Students can record dialogues at school using recording devices and then listen to
them later. Teachers can use the Podcasts to
develop the listening skills in young learners.

Blogs
Blogs are a good way of showing parents what
their children have been doing in class. The
young learners enjoy more of digital writing
and are more comfortable with the key board than the writing tools. This is good
way to encourage them to write and share their work.

Texting
This may not be encouraged in institutions, but if permitted can be a fun way
to introduce informal writing to the students.

Video
YouTube has a special education section, called YouTube Edu that can be used by
the teacher as a supplementary material – reference as well as an audio visual aid.

Technology in language teaching

Technology in language teaching is not new. Technology has been around in
language teaching for decades. Tape recorders, language labs and videos have
been in use since the 1960s and 1970s, and are still in classrooms around the
world.

Computer-based materials for language teaching, often referred to

as CALL (Computer Assisted Language Learning), appeared in the early 1980s.

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Early CALL programs typically required
learners to respond to stimuli on the
computer screen and to carry out tasks
such as filling in gapped texts,
matching halves and doing multiple-
choice activities. The CALL approach is
one that is still found on many
published CD-ROMs for language
teaching.

An access to Information and

Communications Technology (ICT) has
become more widespread, so CALL has
moved beyond the use of computer
programs to embrace the use of
the Internet and web-based tools.

The term TELL (Technology Enhanced Language Learning) appeared in the 1990s,
in response to the growing possibilities offered by the Internet and
communications technology.

Although the use of ICT by language teachers is still not widespread, the use of
technology in the classroom is becoming increasingly important, and will become a
normal part of ELT practice in the coming years (Dudeney, G. & Hockley, N.).

Attitudes to technology
Many people are afraid of new technology, and, with the increasing presence of
the Internet and computers, the term technophobe has appeared to refer to those
teachers who might be wary of these new developments. On the other hand

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techno-geeks are technology enthusiasts. More recently, the term digital

native has been invented to refer to someone who grows up using technology, and
who therefore feels comfortable and confident with it – typically today’s children.
Their parents, on the other hand, tend to be digital immigrants, who have come
late to the world of technology, if at all. In many cases, teachers are the digital
immigrants and our younger students are the digital natives.

"A large part of the negative attitudes teachers have towards

technology, is usually the result of a lack of confidence, a lack of
facilities or a lack of training, resulting in an inability to see the
benefits of using technologies in the classroom.”.

Implementing ICT in the classroom

Teachers have varying levels of access to computers and technology, and teach in
all sorts of contexts to all sorts of learners. First of all, we need to find out about
our learners’ IT (Information Technology) skills and degrees of experience (e.g. by
means of a questionnaire), and then start with the simplest technologies in the
classroom. For learners with very low IT skills or literacy issues, use simple word
processing tasks. Once they are comfortable with this, basic email or searching the
Internet can be introduced. Try to pair up more technically experienced learners
with the novices for any ICT-based class-work, so that the more experienced users
help the less experienced ones.

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Which ICT tools and activities are suitable for young learners? Many of today’s
young learners are more tech-savvy than their teachers! Ask your young learners

what tools they already know or use, and start off by using those. Many teenagers
will already be familiar with email, instant messaging and chat, and perhaps even
with blogs. For younger learners, use some of the ready-made materials and
websites available on the Internet. There are also plenty of web quests (mini-
projects in which a large percentage of the input and materials is supplied from
the Internet) on a range of topics available for younger learners. Web quests can
be teacher-made or learner-made, depending on the learning activity the teacher
decides on. Use Google to search for ELT web quests. Here are some useful sites:

 http://www.webquest.org
 http://www.fi.muni.cz/ICT4ELT/websites/webquests_nepouzivase.html
 http://www.theconsultants-e.com/webquests

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