# data[].attributes.body
Angelica

Learning Theory: Cognitivism

Group: EYFS (3 – 4 years)

Theme: Transportation

Sub Theme: Land Transportation – Traffic Lights and Road Safety

Learning Intention:

Expressive Arts & Design -  30-50 Months

Exploring& Using Media & Materials

•Enjoys joining in with dancing and ring games.

•Sings a few familiar songs.

•Beginning to move rhythmically.

• Imitates movement in response to music.

Being Imaginative

•Creates movement in response to music.

Key questions:

What does the traffic lights say ?

What do you do when you see red light ?

What do you do when you see green light ? Key vocabulary:  Road Safety. Traffic lights

Resources: Traffic light pictures

Organisation: Circle time

Practitioner Role:

Red Light-Green Light...With A Twist!

Play a game of "Freeze Dancing" with them using traffic light information!

Materials Needed: CD/Cassette Player and music; A piece of red paper, yellow paper and green paper; a large open space.

Talk with the children about traffic lights (red means stop, green means go, yellow means to go really slow..ready to stop). Tell the children they will be dancing to the music but need to watch you (you are the traffic light!). When you put up the Green paper, they should dance, when you put up the Red paper, they should Stop (Freeze).

Variation: Have songs on a CD that vary in tempo: some slow and some fast. Tell the children to dance to the beat- some will be fast and some will be slow. When the music stops, they should Stop (freeze!). Play the music. If it is fast, hold up a green paper, hold up yellow if it is slow.

Stop the music now and then for them to freeze and hold up the Red paper. When playing the CD, only play each song for about 15 seconds and then change it!

Play as interest continues. We have also added dancing scarves or pieces of fabric for them to sway and dance with during this.

Differentiation Opportunity:

Emerging skills:

Shows interest in the song and listens and tries to follow attentively

Developing skills:

Will show awareness and understanding and participates with enthusiasm

Secure skills:

Will consciously engage and try to predict what will happen next.

Extended Activities / Observation Opportunity:

Children will have the opportunity to extend their learning by doing the following:

Group  Activity:-

Colour matching activity –

You will need 2 full pieces of paper ideally one neutral color and one black, some red, green and yellow paper to rip into pieces, some  glue, red, yellow and green crayons or markers and something to trace the circles with.

Trace 3 circles on the neutral piece of paper, the top should be red, middle yellow and bottom green.

Hand the children the colored paper to rip into small pieces. This isn’t just fun for them, it’s great practice for their fine motor skills!

Start gluing your small pieces in the correct circles. Younger children may need you to place a few correct color pieces first, but they will surprise you with placing the correct color in the correct circle.

SONG to go with this activity:

Red on top

Green Below

Red says stop

Green says go

Yellow says wait even if your late.

Individual activity-

Making Cars using lego

Art & Craft:

Making Traffic Lights,

Notes: Activity Adaptation/Next Steps/Evaluation for future planning:

# data[].attributes.body
Cognitive Theory

# data[].attributes.body
Name: Sawsan Haj Abdulkader

Subject: Moral Education

Grade: 4

Learning Theory: Behaviorism

Learning Objectives: To identify the meaning of sympathy and empathy and their effects on individuals and the whole community.

Teacher will divide students into groups. Each activity has 10 points. The group with the biggest number of points will be the winners.

Starters: Brainstorming: What is the meaning of sympathy and empathy? Students will write their ideas on sticky notes and stick it on the whiteboard.

Teacher will emphasis the difference between sympathy and empathy depending on students’ thoughts and PPT.

Main Activities:

-          Sorting sentences and pictures whether it represents sympathy or empathy and stick it in the right column.

-          Perform a role play about real life situation which involves one of these values and other students should figure out what value the role play exactly represents “Is it sympathy or empathy?”.

-          Agree or Disagree game: each student will have two cards: red and green. One student will say a statement. If it is a positive effect of sympathy and empathy on individuals and the whole community, students should raise up the green cards which means they agree. If not, they should raise up the red card which means they disagree. Teacher will ask some students to justify their answers. Then another students will say a statement..and so on.

Assessment:

Students should write a real life story about a situation in which someone was sympathetic to them and another situation in which they were empathetic to others.Students will share their stories with their groups.

-          Teacher will reward the group who get more points and present their work on the inside bulletin board.

# data[].attributes.headline
Kreena                             Subject: Maths                  Topic: 2 D shapes         Learning Objective: To sort and compare 2  D shapes/objects                       All the explanation done from beginning till end is through power point presentation showing slides on white board.                            Theories Applied: Behavourism , Constructivism and Cognitivism. Behaviourism theory: Children are motivated by giving DOJO point for paying attention and giving answers (Right or wrong).                                                                         Starter activity:                    This is more of the Constructivism theory by relating things outside the world to identify objects and guess shapes.                   Game: Warm up our Maths brains by playing a guessing game called ‘What shape am I?’                                                1)I show them picture of some objects of different things and they guess the shape .                                 Main Activity explanation: (Cognitive theory is used where they brainstorm and give answers while demonstrating.) Children are given basic explanation on different shapes and their properties. Also they are taught different ways of sorting like Venn diagram method and Caroll diagram method. I demonstrate to them by showing different objects and shapes and they put them at right place.    Task: Assigning task according to their abilities. (Names of the groups are according to their choices) Tortoise:  Sort the shapes. Horse: Sort shapes in Venn Diagram.                       Cheetas: Sort shapes in both Venn and Caroll Diagram. Assessment:                Tortoise: Given the shapes to sort they take pics and upload on see saw. Challenge given : To atleast find 2 shapes on your own and record on see saw.                                   Horse: They are given different objects to sort .They draw Venn diagram in books. They sort the shapes in books. Challenge: To atleast write/draw 2 objects on your own and give reason why?Cheetas: They need to draw both Venn and Caroll Diagram to sort objects/shapes. Challenge: To atleast come up with 2 objects /shapes on your own for each diagram giving reasons why?            

# data[].attributes.subject
Kreena                             Subject: Maths                  Topic: 2 D shapes         Learning Objective: To sort and compare 2  D shapes/objects                       All the explanation done from beginning till end is through power point presentation showing slides on white board.                            Theories Applied: Behavourism , Constructivism and Cognitivism. Behaviourism theory: Children are motivated by giving DOJO point for paying attention and giving answers (Right or wrong).                                                                         Starter activity:                    This is more of the Constructivism theory by relating things outside the world to identify objects and guess shapes.                   Game: Warm up our Maths brains by playing a guessing game called ‘What shape am I?’                                                1)I show them picture of some objects of different things and they guess the shape .                                 Main Activity explanation: (Cognitive theory is used where they brainstorm and give answers while demonstrating.) Children are given basic explanation on different shapes and their properties. Also they are taught different ways of sorting like Venn diagram method and Caroll diagram method. I demonstrate to them by showing different objects and shapes and they put them at right place.    Task: Assigning task according to their abilities. (Names of the groups are according to their choices) Tortoise:  Sort the shapes. Horse: Sort shapes in Venn Diagram.                       Cheetas: Sort shapes in both Venn and Caroll Diagram. Assessment:                Tortoise: Given the shapes to sort they take pics and upload on see saw. Challenge given : To atleast find 2 shapes on your own and record on see saw.                                   Horse: They are given different objects to sort .They draw Venn diagram in books. They sort the shapes in books. Challenge: To atleast write/draw 2 objects on your own and give reason why?Cheetas: They need to draw both Venn and Caroll Diagram to sort objects/shapes. Challenge: To atleast come up with 2 objects /shapes on your own for each diagram giving reasons why?            

# data[].attributes.body
Subject: ICT/Computer Science
Topic:  Python Programming

Learning Theories Applied: Integration of Behaviourism, Cognitive and Constructivism

Learning Objectives:

·       To design and formulate the connection findings on the various programming objects and concepts in Python programming.

·       To explore and demonstrate the relevant features in the programming concepts.

Starter Activity

The lesson starts with starter activity which links to prior learning and lesson focus (engage, intrigue, motivate). The students will have a good learning opportunity to review and analyse the previous knowledge and they will be able to experience a sample of determining their learning progress by finding out their points in this activity using nearpod. The students will be able to rectify their mistakes and will be able to see their individual progress and the whole class progress on their previous knowledge.

Main Activity

Think-Pair-share Activity: Why most of the software professionals use Microsoft Access for storing data as backend and python coding as front end. The students use near pod to do the collaboration activity.

The students will be introduced to the new topic loops and the students will explore the steps involved creating a loop program in various formats and to design and formulate the connection findings on the various objects based on the real-world scenario.

Worksheet will be given to the students so they can complete the worksheet and go to the next level. They collaborate their work with their peers work with real time scenarios. The students being very confident and hardworking in completing their tasks based on the differentiated levels. The students analyse the procedures involved in creating loops with the table data and to formulate the procedures involved in creating loops, using wizard and design and to generalise the final output in the form of a report.

A mini plenary to check the student progress so the students can write a feedback based on the activity they do.

Plenary

A quick recap of the things, which students learnt in the class. One open ended question will be given so they can discuss with their pairs and share their ideas using nearpod.

The students’ needs to fill the self-evaluation form to analyse and self- will be access their individual work and will be giving the success and improvement in that lesson.

Assessment:

Assessment for Learning or the formative assessment will be initiated by accessing the students understanding on the programming concept on loops. The students will be given a scenario and they will be using the programming platform to find the solutions for the scenario.

Based on the rubrics the students will be graded on the steps and procedures they have initiated to complete the program. The students should be able to syntax or write the code. They need to know how to use the debugging feature to rectify the error while executing the programs.

# data[].attributes.body
Anne Marie Njeba

Context: Foundation stage

Learning theory: Cognitivism

Subject : Phonic

Topic: phonic sound /S/

Lesson objective:  To be able to recognise and identity phonic sounds

Discuss phonic sounds with the children, what they are, why do we use them and if we know any already. Read the story in the jolly phonics book sound ‘s’. Discuss the formation with the children. Give the children whiteboard using think, pair, share technique asking the children to write the letter s with their partner and tell them a word beginning with ‘s’. Use the snake puppet to discuss the word snake, where can you hear the ‘s’ sound, make the ‘s’ shape with the snake, asking the children to make the sound. Ask the children if anyone’s name has the ‘s’ sound. Use magic fingers, put them in the air, write the ‘s’ sound in the air, on the floor, on your partners back and on your hand.

Activity

High ability : Children to practise writing the sound ‘s’ on their whiteboards independently and discuss vocabulary words related to ‘s’. Write some words that begin with ‘s’.

Medium ability: Children to practise the ‘s’ sound on the whiteboards as the teacher models and discuss and try to write simple words related to ‘s’.

Low ability: children to sort out cards with the sound ‘s’ and match them to objects with the same beginning sound.

Challenge: Children to practise writing the ‘s’ sound with dotted lines on whiteboards. Children are shown flashcards of objects beginning with ‘s’ and discuss with the teacher. Draw out the words with the children to see where the ‘s’ sound is heard for example ssssnake and busssss.

Self Assessment

High and medium ability: Self- assessment with fans. Can they show their work to their elbow partner and discuss what they have learnt.

Low ability: Self-assessment using fans and peer assess by showing their work to their elbow partner.

Teacher’s assessments: Ask students which sound (phoneme) they were learning?

Ask students to give a word that begins with that sound.

Ask students to air write the sound (grapheme).

# data[].attributes.body
Context: Students of primary section, learning English as a foreign language

Learning theory: Behaviourism

Subject: Pronunciation practice

Although behaviourism is an old theory in language learning, it is still being used by language teachers in imitation drills and dialogues. It is more practical and acceptable when combines with the other deeper theories such as cognitive theory. The following task is trying to demonstrate a pure behaviourism attitude, albeit it might involve traces of other theories as human behaviours are interconnected.

Task:

A column of words will be read by the teacher or an audio device while students can see them on the board or screen (just memorizing as a surface behaviour ). Afterwards, each student will be in front of the class to pick a word from the box to pronounce. Other students will listen carefully and raise a green or red card to express their judgments. Each student will have three chances to pronounce the word according to the classmates’ cards facing her/him.

(Initial listening = stimulus)(memorizing and Imitating by the student = response)(Green or red cards= positive and negative reinforcement)(Result = verbal behaviour)

Assessment:

Assessing the pronunciation is usually Assessments for Learning (formative) which is running continuously and impressionistically rather than a summative assessment. It can be through recording a sound file while reading a text or observing their dialogues in a conversational context (in higher grades) to observe their behaviours, find the causes and give feedback.

# data[].attributes.body
Subject: Computer Science
Topic:  Language C++
Learning Theory Used:  Cognitive Theory

Learning outcomes:
1.Explore and discuss the importance of  language in life.
2.Mind boggle around the difference between the language used by human beings and the one used by Computers.

3.Demonstrate how to learn the basic unit of a computer language.

Lesson: Students here are asked to work in pairs and try to communicate among themselves.The focus here is to demonstrate and observe how a communication takes place. In this way they will copy the whole scenario with computer while communication.
1.Explain the character set of the computer language.
2.Explain the syntax of writing the code.
3.Explain about the errors that can come while executing the program.
4.Finally explain how to rectify or handle the errors in the program.

Assessment:
I will be giving very short and simple computer programs to students and ask them to find the errors if any and resolve them.
And if the program is error free then the execution takes place.

# data[].attributes.body
Subject: Leadership Development
Topic:  Leadership Behaviours
Learning Theory Used:  Cognitive Theory

Learning outcomes:
1.demonstrate an understanding of the behavioural approaches to leadership
2.articulate how different behavioural approaches can be applied at different levels of an organisation;

3.demonstrate how to apply theoretical leadership knowledge;
4.distinguish between some earlier approaches to leadership and their application;
5.reflect on the process of leadership behaviours

Lesson: Before starting the lesson students have to read  relevant chapter from the text reading and selected readings.
1.Explain what is  leader's mind set and competency skills
2.Understanding leadership outcomes
3.Explain Behavioural approaches
4.Explain situational & contingency  approaches

Assessment:
End of each and every topic there is a set of questionnaires students to be answered.
Read additional recommended reading.

# data[].attributes.headline
Heena                Subject – Understanding the World (FS1)  Topic – Different Modes of transport                  Learning Objective –To be able to sort and differentiate the vehicles according to different modes (Air, Land, and Water)                    Learning theory used - Cognitive              Introduction:-Explaining what transport is and why do we use transport?  Asking them about different modes of transport they know or they have seen until now (Air, Water, and Land).          Lesson: 1) By showing them images of different modes of transport2) By showing them small video clips on each mode of transport and its uses.3) By demonstrating with the help of models/toys. Assessment:By sorting the pictures of different vehicles and putting it in right category. To draw their favourite mode of transport    2 scenarios:-                             1. For students who completes the sorting activity –Will make a craft on transport                                   2. For students who need help to understand and complete the sorting activity, will explain them in small groups.    

# data[].attributes.subject
Heena                Subject – Understanding the World (FS1)  Topic – Different Modes of transport                  Learning Objective –To be able to sort and differentiate the vehicles according to different modes (Air, Land, and Water)                    Learning theory used - Cognitive              Introduction:-Explaining what transport is and why do we use transport?  Asking them about different modes of transport they know or they have seen until now (Air, Water, and Land).          Lesson: 1) By showing them images of different modes of transport2) By showing them small video clips on each mode of transport and its uses.3) By demonstrating with the help of models/toys. Assessment:By sorting the pictures of different vehicles and putting it in right category. To draw their favourite mode of transport    2 scenarios:-                             1. For students who completes the sorting activity –Will make a craft on transport                                   2. For students who need help to understand and complete the sorting activity, will explain them in small groups.    

# data[].attributes.headline
Javeria                           Context: Foundation Stage children are engaged in setting up pretend play ‘Airport Station’            Learning Theories: Combination of Behaviourism, Cognitive and Constructivism

# data[].attributes.subject
Javeria                           Context: Foundation Stage children are engaged in setting up pretend play ‘Airport Station’            Learning Theories: Combination of Behaviourism, Cognitive and Constructivism

# data[].attributes.body
Children will be learning and exploring the ‘Airport Station’ by going through different phases which are briefly explained below.
Learning objectives: Beginning to use more complex sentences to link thoughts is able to manage to take turns.
Applied theory: I will be applying behaviourism Operant methods where children will be encouraged to participate by getting a smiley face on showing good behaviour and by sharing their thoughts.

Stage 1: Setting up a ‘Show and tell’ discussion where children will explore and find out, what things do we need to set up an Airport station? Children will be provided with different objects and pictures flashcards from which they have to select one object. This will allow children to think and connect to real-life experiences and will also enhance their confidence by expressing themselves using words. The teacher will draw the objects on the board suggested by the children. All the participants who managed patiently taking turns and joining in for activity will be awarded ‘Smiley faces’.
Children who are reluctant to participate will be motivated by looking at the ‘objects visual chart’ and flashcards.
Learning objectives: Using vocabulary focused on objects and people that are important to them, Can recognize copy some letters from their name& Uses some number names accurately during play.

Applied theory: I will be applying Cognitive theory where children will be getting benefitted by applying Knowledge + prior knowledge leads to meaningful learning (David )

Stage 2: Children will enjoy listening to the story about ‘traveling around the world’, which will explain to them in detail why do we need several things during traveling. They will pick up objects which they like to craft such as aircraft, passports, and tickets. Children will discover, learn, and understand the usage of different objects in a small group.

What things do they need to pack in their suitcases?

Choose the colour of your passport and label it

Count number of windows of the aircraft

These activities will be done in a small group, children who are not actively participating will be encouraged by the teacher and will also benefit from the peers in the group.

Stage 3:

Learning objectives: Engages in imaginative role-play based on first-hand experiences, Uses available resources to create props to support role-play, Builds up vocabulary that reflects the breadth of experiences
Applied theory:  I will be applying constructivism where each child is unique and has different learning patterns. Constructivism supports the idea that children construct their own understanding of the world we live in through generating rules and ideas based on their experiences and trial and error.

Stage 3: Children will dress up such as airport staff (e.g., with shirts, name tags, hats, scarves) and can carry out security checks using different instruments. Some of them will be engaged in ticket/passport control counter and will use mathematical skills (e.g., counting, paying, checking change) to sell/buy tickets. This will allow them to learn social skills (e.g., waiting in line, waiting for their turn to speak, taking turns, sharing). The whole scenario will also develop their communication, confidence, and social skills which will lead to learning.

Children who are hesitant to participate will be motivated by scaffolding where an adult will pretend play parallels which will help the child to concentrate longer and allows the child to take ideas by observing the teachers.
I will be using 'Assessment for learning' as it will help me to determine next steps for each individual and will also aid me to track each child's progress in relation the the set learning objectives.
Assessment
I will be using 'Assessment for learning'(formative)as it will help to determine next steps for each individuals and will also aid me to track each child's progress in relation to set learning objectives.

# data[].attributes.body
Subject : Math
Topic: Rounding off of whole numbers

Learning theory used: Cognitive theory

****Task****
Introduction :

1. Practical use of Rounding of numbers
2. Discussion why they need to learn about Rounding of numbers.
3. What do they know about the topic

Lesson :
1. Cover the steps of rounding up
2.Step by step process of operation of rounding off.
3. Allow the class to do the same with just the instructions.
4. Explain step by step process

Assessment:
1. Give a questionnaire with mixed difficulty questions on topic.
2. Check on what aspect the class is grappling.
3. 3 scenarios is expected
1. student who complete with in time limit  will be given word problems as a challenge.
2.Student who meet difficulty level 2 will be given basic word problem.
3.Student who fail to do level 1
****   Will be given task to identify where there is a lapse in understanding.
****  Will go through a pictorial representation on the operation of rounding off.
****  Will give the students an option to frame questions on the topic.

Assessment :
Pre-lesson quiz - KWL

Post lesson
FA:
1. Task 1 Mixed question - Quizzes
2. Task 2 one step word Problem
3. Task 3 Two step Word Problem

# data[].attributes.headline
Udhaya                           Subject : Science             Context : Materials in my world.                                     LO: To sort 6-8 materials in the appropriate column. Starter : Recall topic done in last class. Use senses sense to explore and talk about different materials in the classroom. quick recap of natural material and man made material.               Lesson : Explore with the senses materials seen at home and in the outside world.  Now list the name of the materials in the smartboard. Ask learners now to think and tell what are these materials made from . Example . Table - wood . Next ask learners if these are man made or natural material. Assessment . 1.worksheet with picture - able to sort 4-5 natural and man made materials .2.Match natural and man made materials without picture .3.Write two examples of natural and man made material.          

# data[].attributes.subject
Udhaya                           Subject : Science             Context : Materials in my world.                                     LO: To sort 6-8 materials in the appropriate column. Starter : Recall topic done in last class. Use senses sense to explore and talk about different materials in the classroom. quick recap of natural material and man made material.               Lesson : Explore with the senses materials seen at home and in the outside world.  Now list the name of the materials in the smartboard. Ask learners now to think and tell what are these materials made from . Example . Table - wood . Next ask learners if these are man made or natural material. Assessment . 1.worksheet with picture - able to sort 4-5 natural and man made materials .2.Match natural and man made materials without picture .3.Write two examples of natural and man made material.          

# data[].attributes.body
Learning theory - Cognitive theory