– Animals on the farm and tools used on the farm
– English – Pre-Kindergarten (ages 3, 4, and 5)
Describe in what way your Final Project is useful or original for your students, or might represent an innovation.
Schema development augments cognition as it builds upon a priori knowledge. Most pre-school students already know animal sounds. These become the foundation of building vocabulary. Once they know the animals, they further expand their schema to incorporate the tools that are used in their farm environment.
Describe how your Final Project contains teaching materials and practices that are effective to produce learning and how they might be adaptable to other contexts, such as different age levels or subject areas.
Fun on the Farm is developed according to the precepts of divergent thinking. The stimulus of animal sounds promotes the mental image of animals. The English word associated with the animal becomes embedded with the mental imagery. Thus the teaching materials (songs, games, animal and tool pictures) bypass the translation of Spanish to English. Instead the ability to think directly in English is hastened.
Divergent thinking incorporates the higher levels of Bloom’s Taxonomy (Analysis, Synthesis, and Evaluation). Application is at the middle- level of Bloom’s Taxonomy, just below Analysis. A taxonomy by very definition means that all of the higher thinking processes subsume the lower thinking process. Therefore, when teachers engage students in divergent thinking processes, by very definition, they are helping students apply their schema to future learning contexts.
Outline a topic related lesson with an effective integration of digital tools. Your FP should respond to these questions:
– What topic are you teaching?
Places on the farm and tools used on the farm
– What are your objectives?
- The students have fun producing sounds
- Children will actively participate singing, making his or her animal sounds.
- Sheets of paper that children will use to match animals and the sound they make. They must have some pictures.
- Sheets of paper that contain the lyrics of “Old MacDonald Had A Farm” but the lyrics should have some blanks to be completed by each child. They should include some pictures.
– What is the timing for your lesson?
One week (5 days)
– What is the teacher’s role?
The teacher’s role is the academic leader of the classroom. It is the teacher’s responsibility to insure quality in all three domains of the educational triad (see below). In addition, a teacher needs to assure that all three domains integrate and support each other.
If there is a mismatch between any of the components of the Educational Triad, then the educational process becomes unfair to the student. For example, if a teacher chooses cooperative learning or group social learning strategies as a way to help students learn, but then gives an individual test where students who help each other are cheating, then this puts the student at a disadvantage. The student has learned the material through social interaction with classmates helping her learn. Now, the student is accountable for learning without help because helping another on a test is cheating. Group learning must be assessed with a group assessment.
– What is your role as a LA?
Language Assistants always have a supportive and complementary role in the classroom. Particularly, in this lesson, the language assistant may help with group activities and help individual students who need additional time to learn independently.
– How are you and the teacher working to complement each other?
To reiterate, the teacher is the academic leader of the classroom. The Language Assistant is the subordinate. Although, I designed this lesson, the teacher may interpret its implementation in each of the three domains (curriculum, learning strategies / instruction, and assessment). The Language Assistant may clarify the lesson’s intent or activities, only if asked by the teacher. Ideally, there will be time in advance to present the lesson to the teacher. Then, the Language Assistant can better understand how the teacher interprets the lesson for implementation. Later, the Language Assistant may help with the organization of materials, small group assistance, and individual mentoring.
– What activities are the students going to do?
I. Preparing the Class:
- Choose animals the children know or pre-teach the animals for the song – ducks, pigs, horses, sheep etc.
- Prepare photos of each animal for all children in the class. These photos will have written the sound that the animals produce.
- Prepare slips of paper to match animals and their sounds
II. Introduction to the Lesson:
- Create a classroom mural titled “What We Know About Farms.”
- Display a model farm to generate interest in the new classroom theme (might include straw hats, overalls, farm toys and of course animals).
- Distribute the pictures of each animal to all children in the class. Check that they know the English word for their animals.
- Engage the students’ cognition about their favorite animal that lives on a farm.
- Have the student listen to the recording of “Old MacDonald Had A Farm”, and think about what animal from the song they want to be. (Then, they will be asked to participate according to the choice they made).
III. Step by step Procedures for Teaching the Objectives:
- Listen to the video of the song line by line; “Old MacDonald Had a Farm” and ask children to join you according to the animal they have selected. If it is necessary, stop the song line by line until they get the idea.
- Sing together with the accompaniment provided on video.
- Promote mimics, gestures, etc. associated with the meaning to make children play a participative role freely.
– How will you be evaluating the activities
IV. Closure and Review of the Lesson:
- Divide up the children into their animal groups to sing “Old MacDonald Had A Farm” song without the accompaniment of the video.
- Children may use a paper to match animal sounds to the correct farm animals.
- Children will match the picture of the animal with the sound the animal makes in the song.
– How will the students know they have achieved the learning objectives?
The students are pre-literate. Therefore, feedback must be given orally. The expectation is that they will achieve the objectives at the 80% level.
– How will you be responding to diverse learning styles and levels of achievement among your students?
Learning styles and levels of achievement are two different concepts. Learning styles are the preferential styles of how students’ respond to the input of stimuli. This can be observed longitudinally throughout the year. Some students are verbal, others tactile, still others are kinesics learners. These activities account for many of the diverse learning styles through song, gestures, repetition, etc.
Levels of achievement are the outcomes as measured against the initial objectives of the lesson. For this, a Bloom’s Taxonomy chart with verbs and activities will guide the teacher in determining the level of achievement along the Taxonomy’s continuum.
Select the digital tools and resources you will use to elaborate your Final Project:
- Presentations and slideshows can be used to enliven almost any content: to explain the rules of a game or a sport, to illustrate a real or imaginary trip, to create a display, or to introduce a workshop.
- Multimedia content can be used to create a virtual museum, illustrate and tell stories and tales, create flashcards and posters, set up a photography workshop, examine famous works of art, or generate your own art.
– Uses of social networking to share experiences and reinforce relationships and collaborations. It is very important to make an adequate and especially a safe use of these resources when working with schoolchildren, especially when they are minors.
Social networking (via media platforms) is not developmentally appropriate for this age group. Therefore, social learning activities, such as large group, choral repetition, and small group interaction are more appropriate. They are incorporated into this lesson.
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