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I will observe their capabilities first then read through the acts before choosing for main activity. Then I will tweak the activities accordingly.

I will create learning station materials for the children to practise the skills they have learnt during the lesson.

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Tweaking the activities to different levels of difficulty. Based on each individual child's capabilities, simplify it or making it more challenging for them.

Prompting them with open-ended questions to have problem-solve and delve in deeper in understanding the concept.

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Here are two simplified strategies for 2-year-olds:

1. Basic vs. Challenging Tasks: For lower ability children, keep tasks very simple. For example, ask them to match two animals that look the same. For higher ability children, add a challenge like asking them to sort animals by size or color. Both groups do similar activities, but at different levels of difficulty.

2. Using Visual and Verbal Cues: Use clear pictures and short phrases for lower ability children, like showing an animal and saying, "Find the dog." For higher ability children, you can add more details: "Find the big, brown dog." This adjusts the difficulty based on their understanding.

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1. For higher level children, I will make it more challenging by tweaking the methods to attain the objective. For example, maybe the lesson is asking children to pick up pom pom balls us ing big tongs. I will encourage the children who are at a higher level to maybe use a smaller sized tongs.

2. Use visuals for the children are at a lower level. Task cards are very helpful for this.

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Using of kinesthetics activities for tune in and closures to make lesson more engaging

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Using of kinesthetics activities for tune in and closures to make lesson more engaging

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The same activity can be done for the whole with different complexity. For example, walking on a straight line on Monday, then on Tuesday walking forward and backward on a straight line.

Make a slight change for the child you are observing that is aligned to his IDP.

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Q1

1 Know each of the children‘s abilities and interests then plan which activities would make learning more fun for them.

2 Use materials which they can manipulate themselves. (Preferred sensorial, natural things) They learn better by doing.

Q2

Ask them questions. Park the materials in the learning corners where children can revisit the activity and reinforce what they learned.

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Qn1:

Practise 1: keep the group small 4 groups or 2 groups depending on the intensity of the lesson

Practise 2: keep in mind the child's /group of children's interest and depending if the group has special needs

Qn 2:

After the lesson use the materials and place the materials in the learning stations for revisit

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Understand the class learning needs, select the appropriate activities and tweak it.

Using of visual in the classroom and setting up learning station to reinforce the things that they learnt.

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Possible adaptation for the main activity:

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Possible adaptation for the main activity:

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Higher ability children: I will try to provide small group activities and learning station activities that can challenge them to learn more and think more about the lessons/ activities done. E.g. provide then with more puzzle activities, sorting, matching, forming, building activities.

Lower ability children: The activities will according to their learning styles and abilities but will encourage them to learn more and think more too :) E.g. more on sensory activities, puzzles must be 2-3 pieces, simplier sorting/ matching activities

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Q1. Know your child's strengths and challenges. Focus on their strengths rather than their weaknesses and scaffold from there to obtain their best learning style

Q2. Bringing the lessons outdoors as much as possible and think of ways to integrate at least 2 domains per activity especially for us, an EY centre

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PG Tr Thes and Tr Ri

Higher level - Children like more challenge .So they like to be asked difficult questions as they can share more of their feelings or their answers.

Lower level- Children like to be mpre engaged in sensorial activities as they still have difficulties understanding certain concepts. Having hands on materials would be more effective in engaging them during lesson.