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Kindergarten 1
Hello Parents! I am a strong believer that all children have their inner potential, and it is the role of us educators to unleash the potential and uniqueness within themselves. I am confident in becoming the warm sunlight in our children's growth, nurturing and bringing out the best in every child.
-Ms Fang
Term 1:
My Family
Term 2:
Animal Habitat
Term 3 Overview:
In this term, children will learn about the different structures of transportation, such as road connectors and pedestrian crossings. This topic taps on a familiar context around the children and helps them understand more about their immediate environment. Therefore, it will help them connect with and learn about the community around them.
Lesson Overview:
In this lesson, children learnt about the definition of pedestrian crossings and identified different types of pedestrian crossings they see on the roads. From there, they understood where the different types of pedestrian crossings are built and why they are situated at different locations.
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Lesson Objectives:
1) Identify the different types of pedestrian crossings and where they are usually found.
2) Suggest the pedestrian crossings that can be built at different settings.
Documentation
is the compilation of children's work sample and learning process as they engage in learning opportunities (MacNaughton & Williams, 2009). Documentation helps explain to readers the purpose, experience and development of the lesson conducted for the children by including photographs showing work in progress and descriptions written by the educator (Seitz, 2008).
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is often used to bridge learning gaps between what children learnt and what they are expected to know (Edglossary, 2015).
It is a process in which a more competent peer/adult helps a less competent child to become more competent and eventually function independently without help. (MacNaughton & Williams, 2009)
Using explicit modelling / questions
Explicit questions and modelling were used to help children easily recall the concepts learnt and grasp new knowledge easily.
Overhead transparencies of children's representation
Overhead transparencies were used to write down children's thoughts, helping them to revisit their thoughts in the future and feel recognised in class.
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Written observations
Writing observations (descriptions by educator and children's language) makes children's learning visible to the readers.
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Video-graphing children's products of learning
​By video-graphing children's sharing, it provides evidence to children's products of learning and shows if they met the learning objectives.
(Seitz, 2008)
Use of verbal techniques - Praising
By giving praises, it helps children know what they are being recognised for and
see the good in themselves. This creates
a supportive learning environment for
the children. (Ministry of Social and
Family Development [MSF], 2018).
Scaffolding
Documentation
Writing down the features of the traffic light as pointed out by the children.
Writing down the features of the overhead bridge as pointed out by the children.
Writing down the features of the zebra crossing as pointed out by the children.
Writing down the features of the traffic light as pointed out by the children.
Teaching Technique: Documentation
I started the lesson by displaying the pictures of different pedestrian crossings on the board and invited children to point out the features they see. I wrote down all their answers on the image and concluded by introducing the name of each pedestrian crossing introduced.​ Writing overhead transparencies was used as I recorded their thoughts and ideas visually on the paper.
01:04 - 04:18
Writing down observations of the child's drawings and the child's language.
Written observations of the child's drawings and the child's language.
Writing down observations of the child's drawings and the child's language.
The child drew an overhead bridge on her map. When she was asked on why she drew an overhead bridge, she explained that "It is because there is a tall bus".
Teaching Technique: Documentation
As the children were doing their work, I went around the class to write down observations of children's learning. Additionally, I also asked questions such as "What pedestrian crossing did you draw?" "Why did you draw that?" and wrote down the children's answers to document their thought process.
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06:50 - 07:15
"Are there any animals that is black and white?"
"So this is a zebra crossing."
Teaching Technique: Scaffolding
I observed that Lisa was struggling with recognising the pedestrian crossing correctly as she identified the traffic light as zebra crossing. As such, I decided to scaffold her by asking explicit questions and provided explicit modelling by telling her the names of each pedestrian crossing.
07:26 - 08:07
Teaching Technique: Scaffolding
A classmate Saasmitha was also struggling with differentiating between traffic light and zebra crossing. Lisa realised it and explained to Saasmitha the names of each pedestrain crossing and their features. I praised Lisa for helping her friend and being able to recognise the pedestrain crossings correctly.​
08:08 - 08:40
Saasmitha was observed to be struggling with recognising between traffic light and zebra crossing too.
Lisa explained to Saasmitha the names of the different pedestrian crossing and how she should identify them.
Saasmitha was observed to be struggling with recognising between traffic light and zebra crossing too.
Teaching Technique: Documentation
At the end of the lesson, I invited the children to share the pedestrain crossings they have drawn and why they drew them. I video recorded the sharing to record down children's products of learning.​
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09:28 - 10:07
Teaching Technique: Documentation
I displayed children's work and my written observations on the classroom wall, at children's height, after the class has ended. This ​enables children to revisit their own learning and make visible to children their own learning journey (Seitz, 2008).
10:45 - 10:48
Term 3:
Structures of Transportation
