Professional Documents
Culture Documents
Making the classroom a student-centered one (Reggio Emilia approach) not a teacher-centered one.
Practicing of how to make students understand well.
Thinking of how to manage time, classroom, and students.
Practicing to be more confident and give a better lesson to students.
Grade Level:
Subject:
Both levels of Kg
Place:
In the carpet area and
different areas of the
classroom
Resources (what materials/equipment will you
and the students use? Be specific)
-
Letter B
Capital B
Small B
Ba (the sound of letter B)
Vocabulary begins with the letter of B such
as bull
Time: 15 min
Whole
Students will return the stories back to their teacher and get back to their places nicely. It is
expected that some noises are made during this moment, so to attract students attention, the
teacher will clap for five times and ask the students to clap with her for 10 times (a strategy of
transition).
Time: 15 min
Small
The teacher will get students attention back again by clapping five times, asking them to get
back to their places, and asking them to clap with her for 10 times. The teacher will praise students
for their effort and great work. The teacher will ask the students to remind her and each other with
the letters name to make sure that the first learning objective is achieved and which states that the
students will know the name of the letter of B. The teacher will ask students if they think that the
found letter is written in its capital or small case. To allow students to discover that, the teacher
will show them the lower case of the letter. She will not say that the shown letter is the lower case.
She will only encourage them to think. The teacher will also encourage the students to gather with
each other and share their answers (remember that it is a student-centered activity and based on
Reggio Emilia Approach). When students find an answer, they will tell the teacher about it. The
teacher will not say that the answer is correct directly but will tell them that they need to make sure
more, so the teacher will suggest seeking for that in the internet. She will not search for it by
herself, but will try to involve students as much as possible by asking them what to write in the
internet and if it is better to watch a video on YouTube to know that. The teacher will respond to
students request and seek for the correct answer. After finding the correct answer, the teacher will
praise students including her for the used effort. She will tell students that they did a great job in
thinking and searching. When the students are aware of the capital and small cases of the letter of
B, the learning objective number two is achieved successfully.
The teacher will ask students to use their minds again in thinking and remembering where
students will need to remember words that start with the letter of B. The teacher will tell students
that is it possible to remember the storys words to find words start with the letter of B. When
students work with each other including the teacher, they develop their personal, social, emotional,
and communicational skills (Morin, n.d.) (KidsMatter Early Childhood, n.d.). When students
answer, the teacher will write their answers on the board of the classroom. She will ask students to
try to read a specific word of the written words. When students read the specific word, the teacher
will ask them to read it again slowly, a letter by a letter (here the teacher tries to teach students the
sound of the letter). The teacher will also read with students the specific word slowly. The teacher
3
Due to achieving all the learning objectives of the lesson, students will be allowed to access as
they want to the areas of the classroom that have activities within them. There are 3 various
activities (low, medium, and high levels), and students are able to do anyone of them or more if
they decide to do so, but every area has a rule that sates the capacity of assimilation of students. So,
in every area, there is a limited number of children, and students will be reminded of that by the
teacher before going to complete the activities or play.
Independent Experience (small group activity 1):
Name of it: The letter of B looks wonderful.
What is it?
4
The letter of B (lower and upper cases) will be written on the card instead of the letter of F (the
lower case of the letter B will be written on one card, and the upper case of the letter B will be
written on another card), and sand will be out in the other area of the box.
Independent Experience (small group activity 3):
Name of it: All the words that start with the letter of B are in the basket.
What is it:
It is a challenging activity that asks students to use their brains (cognitive part) to pay attention
and to find words that start with the letter of B and that are put in and found between other words
Time:
Whole
15 min
The teacher will use a bell to make students understand that it is the time of tidying up. Students
should finish the tidying up part in 2-4 minutes. The teacher will help students as well, so it is sure
that they finish tidying up within a maximum of 4 minutes.
The teacher will use a bell again to gather students again in the carpet area of the classroom.
The teacher will begin asking students questions such as: was it fun to learn about the letter of B?
what did you enjoy the most of learning about the letter of B? will you tell your family about the
letter?
The teacher will thank and prise the students for their whole used effort, attitudes, and
contributions, and by that, the session is totally finished.
Assessment:
Students understanding will be assessed by observations and their answers of certain asked questions.
Completing activities is another way of assessing students understanding.
Select (S):
Identify a lesson and what standards are you addressing:
It is a literal lesson about the letter of B, and the main standard that I have wanted to address is
allowing children to do the whole work (students-centered classroom and based on Reggio Emilia
approach).
Note that this whole activity promotes different multiple intelligences in little children who are at the
preschool stage. It also leads to being exceled in different types of intelligence due to giving children the
opportunity to do this activity (Multiple Intelligences Immersion, n.d.). Here is how it does that and in which
types of intelligence it does that:
- When little children:
1- get chances collaborate with others and talk or communicate verbally and non-verbally with others
(express their wants and needs), they develop Interpersonal Intelligence and Linguistic Intelligence
where acting with others, communicating with others, and speaking are key aspects of the both
mentioned types of intelligence. Verbal communication requires the usage of words to communicate,
whereas non-verbal communication requires the usage of no words (body language, eye contact,
facial expressions, posture, voice (tone, pace, pitch, and volume), appearance, and hand gestures)
(What is Communication?, n.d.).
2- imagine and visualize actively different topics such as being an artist (the first two activities), they
promote Spatial Intelligence where children become able to think in three-dimensional terms.
3- use their fingers (fine motor skills) to hold and control objects such as the pages of the used story,
and use their bodys muscles to move around (gross motor skills), they promote Bodily-Kinesthetic
Intelligence where this intelligence requires the usage of the body (its parts as well as fine and gross
motor skills).
4- observe details of things or subjects by using their senses, they promote the development of naturalist
intelligence.
As a result of exercising (doing the activity), childrens dominant intelligences become stronger, while
childrens weaker intelligences can be awakened.