COLOUR - SYMBOL - IMAGE

Students were given few scenarios to reflect on how people would deal in a disastrous situation and what strategies would they adopt for survival. Students made note of things that they found interesting, important, or insightful.

When finished, students had to choose 3 of these items that most stand out.

• For one of these, they chose a color

• For another one, they choose a symbol that they felt best represents or captures the essence of that idea.

• For the other one, they choose an image that they feltl best represents or captures the essence of that idea.

Students sometimes use nonlinguistic representations (pictures instead of words) to identify big ideas while reflecting. These nonlinguistic representations help them to infer theme and that inference becomes generative knowledge they can use later to help them make decisions and solve problems.

PICTURE GRAMS

Students had to write a proverb and then replace some of the words with pictures that mean the same thing. They then shared it with the class and the others had to guess the right word and the meaning of the proverb. The exercise worked well for children who relate better to pictures than to the words.

Don't bite the hand that feeds you.

The grass is always greener on the other side of the hill.

You can't make an omelette without breaking a few eggs

Birds of a feather flock together

A merry heart makes a ling life

Old is gold

Action speaks louder than words

Don't put all your eggs in one basket

A poor workman blames his tools

A bird in hand is worth two in a bush

A picture is worth thousand words

The pen is mightier than the sword

Beauty lies in the eyes of the beholder

A penny saved is a penny earned

Still water runs deep

Two heads are better than one

NEEDS AND WANTS

Each child was given an ice cream stick, a small square of paper, crayons, scissors and glue stick. They were given a face cut out and had to glue the cut out to the stick.

 On the board I wrote “What do you need to live”? They brainstormed a list of their needs and recorded their responses. The whole discussion was focused on basic needs. They had to put coloured dots on their face cut outs to show that they have all their needs met today. Then the students waved their happy, healthy stick puppets of themselves in the air to celebrate that their whole community has all their basic needs.

JIGSAW PUZZLE

Provocation to the unit- The Students were given pieces of jigsaw puzzle that revolves around civilizations. The students put the puzzle cut outs together to solve the mystery behind the pictures and arrive at an understanding of the unit that will be in the learning. 

It is always heartening to see students displaying their social and thinking skills so well :) 

WHERE WE ARE IN PLACE AND TIME- TRANSDISCIPLINARY THEME

Students worked with the TD theme by discussing it in groups and presenting their understanding and the big ideas to the class. They looked at each strand and then arrived  at the strand in which the unit falls.

STUDENT LED CONFERENCE

Parent-teacher meetings-- we all know how they go. Parents troop into classrooms to talk with teachers about their children's progress in school. Often, the process feels rushed, and parents leave feeling vaguely dissatisfied, as if they didn't really get what they came for. For years that process has been the norm, but now it is changing. In more and more schools, students are leading conferences, and, overall, the word is that they're doing a fine job.

SLC gave students an opportunity to share with their parents their growth as a learner. What confidence and poise they displayed!!!!They accepted accountability and responsibility for their progress and achievement, and demonstrated a growing understanding of their development as independent learners.

My students took the central role during discussions. 

It was beyond my expectations!!

Well done guys J