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Students reading the aim

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allowing the learners to read and paraphrase the aim

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allowing the learners to read and paraphrase the aim

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Giving opprotunity to the students to define the KW and then building on their understanding

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Make students read and repeat the objective , extracting KW meanings from students and explaining with examples.

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Aim is written on the board, keywords are introduced, asks children to read

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Sharing aim using a hook, discussing keywords with meaning

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Sharing aim using a hook, discussing keywords with meaning

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Aim was made clear to the children

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Writing aim on the Board if there are no screens

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Writing aim on the Board if there are no screens

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stepwise instructions, CFU and differentiation when students are working in groups.

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Clear Instructions and making students repeat the same 

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Clear Instructions and making students repeat the same 

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Seating Arrangement ( Pair/Group); Using TEACHER tIPS

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Seating Arrangement ( Pair/Group); Using TEACHER tIPS

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Providing step wise instructions , moving around and supporting struggling learners

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Providing step wise instructions , moving around and supporting struggling learners

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Checking for understanding of instructions, actively supervising

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Not new, but something that was good is you creating the group by yourself to save time

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Not new, but something that was good is you creating the group by yourself to save time

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Sharing clear instructions, pharaphrasing by a child, ensuring  working with the partner, moving around sticking with timing

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Sharing clear instructions, pharaphrasing by a child, ensuring  working with the partner, moving around sticking with timing

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>Structured boardwork with Graphic Organisers - not too word heavy

> 50:50 talktime through -  wait time, prompting, multiple responses with follow up questions (catering to all levels of students) varied means of extraction (raising hands, icecream sticks)

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board work was done and wait time was given to children, followed the norms.

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board work was done and wait time was given to children, followed the norms.

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Interacting to elicit answers, capturing responses on the board, enhancing the discussion, 

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Interacting to elicit answers, capturing responses on the board, enhancing the discussion, 

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Follow up questions & Sandwich technique 

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Follow up questions & Sandwich technique 

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Probing the learners to get the analysis answers supported by board work 

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Probing the learners to get the analysis answers supported by board work 