• Ideas for TA tasks

    I - The first exercise is about writing a narrative. Using a previous brainstorming they listed the categories necessary to write a narrative. Afterwards they completed, trough a sorting out activity each category and then wrote their one texts.

    II - The second exercise is about nouns and its different types, trough thinking, sorting out, reflexing and assessing their own knowledge on the subject.

    III - The third exercise is about tonal accentuation in Portuguese. Using the names fo the pupils they had to sort them out into three categories, dividing them in names accentuated in the last, before the last and before before the last syllable.

  • Opettajan suunnittelulomake/Template for teacher´s planning (worksheet)

    I have used this template for planning thinking lessons together with classroom teachers (teacher´s team work: classroom teacher and sen teacher). Generally I have used it for planning Finnish lessons but also for planning Math lessons. I have a feeling that I have to develop it more and try to adapt it so that I can use it for several lessons.

    Here I have a blank template for planning. I usually write it by hand and I try to develop it easier so that I can fill it in also electronically. I also publish one filled in (Finnish lesson where pupils find proper sentences and rules for them, 2nd class) of the lesson I have taught.

  • Sorting Activity ''What is Art"

    Description- in the beginning of a new unit Art is all Around us we prepared pictures from various arts- drama, music, visual arts and etc. We asked the kids to sort things in to 3 groups.

    Aim- to look for various opportunities in arts  (how to express our self's in art). To improve English vocabulary.

    Thinking aim- to look for similarities and differences in art and explain why.

    Results- kids already had experience in sorting activities. Any way it was very difficult for them in the beginning to find something common. But after they found a clue- some pictures had people, some flowers.The kids began to play with opportunities. So the teachers told- we need to look for something conected with art. After a while kids made a gruop of music, art and drama. Some of the pictures- like pictures from the opera and balate were dissuced a lot.The kids find out that somethings can be in all 3 groups. It was not easy to explain the choice- why ballet comes in a group with music and not drama.

     

  • Sorting autumn leaves

    Sorting autumn leafs

    The aim- to sort autumn leafs in to 2 groups. To improve English language vocabulary  with words: size, color, shape.

    The thinking aim- to analyze what is common and different between leafs (color, size, shape).

    Procedure- the kids are getting a bunch of autumn leafs and they are asked to sort them in to 2 leafs and to explain why.

    Comments- this was the 1st sorting activity for kids (the group was formed from kids who are the second year at school and from the new one). It was not easy to concentrate and make a task. It was more a game of opportunities, then the task. Some of the kids just put the leafs in one group, some made 2 gruops.The group of kids has very different language experience (somebody speaking fluent, some has no English at all).

    Thinking framework- in this activity we used the only thing from Thinking task framework- listing the typical answers.

     

     

  • Sorting birds

    Sorting task – birds

    Subject:science

    Topic: To find out why birds have different feet

    Effect: Pupils will be able to find out what kind of birds live in certain areas

    Problem for pupils: To connect birds-feet with certain areas

    Bank of objects: pictures of birds in their natural surroundings with enlarged pictures of their feet on the photo and names

    Age: 7 years, working in groups,  3 – 4 together

    Sorting task: Children were asked to sort 18 pictures of different birds. No other instructions was given.

    Process:  The first group had no idea how it was possible to sort those birds. The birds were different in color and size. They tried to sort by color but they considered that was not a good idea because the groups would be so many. They also talked about sorting them by names but didn‘t do it.  I listened to them talk but did not help them. After some frustration one boy pointed at the birds feet and at once everyone in the group started to work.  At this point the job became easy and the group sorted the pictures by their feet. When they finished the job one boy pointed at the birds beaks and said that birds with long legs also had long beaks.  I asked them if they knew why, they said that it was because the water was so deep and it would be difficult to find food in the bottom of the water if the beak was shorter. My questions led discussions that followed. I asked about other feet, why some birds had flippers and they answered that they were good for swimming. I asked more questions about feets and they gave the ,,right“ answers.

    Second group acted differently. One boy pointed at the feet immediately, other boy and a girl talked about sorting by names, the same girl suggested to sort by size but in the end they choose to sort by beaks. We had a little discussion after they finished,  why birds have different beaks. One said it was because they were born with it, another said it was because some birds live at the ocean, some in the sky, some at the beach etc.  Then I asked them to sort in a different way. They started to sort by colors and had three groups but because most of the birds had more than one color (except the raven and the swan) they became confused but finished the job. When I asked them why one of the bird was in the group called white (it was as much white as black) one girl said it was because it was more white than black. When I asked them to sort again in a different way they had to think about it for some time and came to the conclusion to have two groups, one for birds with flippers and one for birds with different feet. We had the same discussion as the first group with same result.

    In the third group there was one boy with ADHD and another with concentration difficulties and two girls. This group was very accurate in their sorting. They started with the feet and we had a good discussion about why the birds have different feet: „ They make you swim, they are good for sitting on branches, good for wade, good for hunting and good to see in high grass“. When I asked them to sort again the boys had lost interest but the girls sorted by names, same first letters in same group.

  • Tarinan rakentaminen

    2.-luokan äidinkieli (noin 3-4h)

    Tavoitteena on löytää tarinan ”rakennuspalikoita”

    Ongelman määrittelyä (stage 0)

    • Tavoitteena on oppia kirjoittamaan tarina. Pohditaan ongelmaa. Miten selvitämme, miten voi kirjoittaa hyvän tarinan? Kerätään kysymyksiä. Mistä tarinat on tehty? Miten tarina kirjoitetaan? Miten tarina aloitetaan ja lopetetaan, mistä ne kertovat? jne...

       

    Pankin kerääminen (stage 1)

    • Luokkaan on tuotu sarjakuvia tarinoista (3-8 kuvaa jokaisessa). Oppilasparille annetaan tehtäväksi tutkia yhtä kuvaa ja kirjoittaa sanalistaa siitä, mitä kaikkea he näkevät. Harjoitellaan tarkkaa katsomista ja kuvailua. Kootaan sanapankkia.

    • Seuraavaksi oppilaspari lähtee vertailemaan omaa kuvasarjaansa toisten oppilasparien kuvasarjoihin. He kirjaavat listaansa lisää sanoja siitä, mitkä asiat yhdistävät kuvasarjoja. Tämän jälkeen kirjataan myös asioita, jotka eroavat kuvasarjoissa. Kartutetaan sanapankkia. Annetaan aikaraja tämän työn tekemiselle.            

     

    Luokitellaan sanoja, järjestellään pankkia (stage 2)

    • Laitetaan kerätyt sanat näkyville. Kysytään oppilailta, mitkä sanat voisivat kuulua samaan ryhmään ja miksi. Oppilaat siirtävät sanoja ja perustelevat.

    • Kun sanoista on saatu muodostettua ainakin joitakin ryhmiä, annetaan oppilaiden keksiä niille otsikot. Syntyy otsikoita ( esim. aika, paikka, sankari, pahis jne.)

    Strategian luominen (stage 3)

    • Kerätään löydetyt otsikot näkyville. Muodostetaan passport, joka toimii löydettynä strategiana eli käyttöteoriana tarinan kirjoittamiselle. Jokainen oppilas kirjaa otsikot omaan työskentelymonisteeseensa (ENV).

      Strategian testaaminen (stage 4)

    • Oppilaat keksivät otsikoiden alle omat ideansa, joiden pohjalta he alkavat keksiä tarinaa.

    • Oppilaat piirtävät ideoidensa pohjalta sarjakuvan tarinan vaiheista. Tämän jälkeen tarina kirjoitetaan.

    Uuden ongelman löytäminen (stage 0) Miten kehittyä kirjoittajana lisää?

    • Luetaan syntyneitä tarinoita. Pohditaan tarinoiden lukemisen jälkeen strategian toimivuutta ja sitä, miten tarinoita voisi edelleen kehittää.

    • Kerätään oppilaiden kirjoittamien tarinoiden pohjalta lisää ideoita otsikoiden alla oleviin sanapankkeihin.

    • Kerätään oppilaiden ideoita siitä, mitä asioita pitäisi kehittää tarinan kirjoittamisessa seuraavaksi.

    • Aletaan esimerkiksi tutkia, millaisia aloituksia ja lopetuksia tarinoilla on satukirjoissa. Kerätään uusia pankkeja ja aloitetaan sillä tavoin prosessin vaiheet alusta.

                                

     

  • Teaching nine-graders about different kinds of materials

    The target group of my exercise was a group of nine-graders who were about fifteen years old. During my teacher training in Uotilanrinne comprehensive school I carried out the following exercise with my students.

    My aim was to deepen the pupils’ awareness of different materials and their features. The knowledge of different materials and how they behave helps the pupils to work with them and to use them as building materials.

    The materials we dealt with were metal, wood and plastic. All the materials used in this exercise were to be found in the classroom where the working normally takes place. In this exercise the object could be e.g. a piece of metal, wood or a tool or anything else the pupils could find in the classroom.

    To begin with, I divided the pupils into three groups (about five pupils in each group). Each group had all three materials to deal with and the task was to collect as many objects of each material as possible in five minutes. After they had their objects in one place I gave them a new task. The new task was to arrange their objects by categories which were:

    1. weak

    2. strong

    3. easy to form (mould)

    4. sharp

    5. conductive

    They had ten minutes to do this task.

    The subtask was to answer the question “Why is this object made particularly of this material?”

    The first task was clearly easier for the pupils than the second one. Pupils gathered all kinds of objects on tables and were very busy. After I had told them how to proceed after the first task the pupils were a bit confused. I had to explain them quite a few times how they should carry out the subtask. Finally they managed to group their objects and we began a discussion on how each group had arranged their objects.

    The results varied a little but generally the task was understood quite well. They for example realised that a saw is made of metal because it is stronger than wood or plastic and the handle of the saw is made of wood or plastic because it is easier to form than metal and it feels better in your hand than metal. We also managed to go a little deeper in the material knowledgement when we discussed for example the blade of a hacksaw.

    The idea of this exercise was to get the pupils to understand different features of different materials and how each feature effects its use when we are building or making something. It is clear that we use a hammer to hit nails into wood or that we heat plastic to form it or why electric wires are covered with plastic etc. It is not always clear why we use a certain tool or method to do so. This is what I was trying to teach the pupils.{jcomments on}

  • Yksinkertainen luokittelualusta parityössä/ A simple worksheet for sorting in pair work

     

    YKSINKERTAINEN LUOKITTELUALUSTA PARITYÖSSÄ
    A simple worksheet for sorting and tagging parameters (names of groups) in pair work

    -> katso liite 1 (luokittelualusta)/ see attachment 1(a simple work sheet)

     

    Tämä lajittelualusta vaatii tekstin/sanat/lauseet/kuvat lapuilla ryhmittelyä varten. Oppilaat voivat esim:
    This sorting worksheet needs texts/words/sentences/pictures on separate pieces of paper. Pupils can for example:

    -leikkaavat paperista erikseen esim. sanat tai lauseet (cut the necessary words/sentences for sorting ) tai/or
    -kirjoittavat ne ensin esim. post it-lapuille (write them first to post-it –notes) tai/or
    -opettaja on monistanut ne (teacher had copied them in advance)
    Olen käyttänyt yksinkertaista lajittelupohjaa oppilaiden äidinkielen tunneilla (suomi tai suomi toisena kielenä) mm. seuraavissa tehtävissä:
    I have used this simple worksheet in several lessons or part of lessons during Finnish language teaching or Finnish as second language. Such tasks are for example:

    1. Luokitteluharjoitukset sanoilla: (sorting with words)
    - ryhmien ja yläkäsitteiden löytäminen sanoille (esim. samaan ryhmään perustellusti kuuluvat sanat/lauseet) -> parametrit -> esim. yläkäsite (huonekalu, hedelmä, vihannes) (Finding and reasoning groups for words and finding also parameters with discussing)
    - sanavaraston kartuttaminen -> esim. iloiset sanat/muut, synonyymit (enriching vocabulary)
    2. Luokitteluharjoitukset lauseilla tai tekstillä (sorting with sentences and texts)
    - samantyyppisten lauseiden löytäminen -> esim. kuvailevia sanoja käyttävät lauseet (finding similarities between sentences -> for example sentences with onomatopoeia/descriptive words)
    - sanavihjeiden löytäminen lauseista esim. matematiikan sanallisissa tehtävissä -> tiettyjen sanojen toistuvuuden huomaaminen (finding word clues from sentences -> for example frequent words in math verbal texts)

    Kaikki luokittelut yksinkertaista lajittelualustaa käyttämällä on tehty pareittain ja samalla harjoiteltu tiedon, havainnon tai mielipiteen jakamista perustellusti.
    All the sorting tasks are made by using by the simple worksheet below this text and doing also in pairs. At the same time we have practised sharing and justifying knowledge, perceptions or opinions .

    -> katso liite 2 (parityö)/ see attachment 2 (pair work)

     

  • Род имени существительного

    Урок русского языка в 6 классе 
    Род имени существительного
    Ход урока
    Определение темы и цели урока (заполнение таблицы - Знаю по данной теме, ознакомление с заданиями и формулирование цели их выполнения, а также цели урока).
    Повторение изученного (паспорт имени существительного, работа с мыслительной моделью ЭИЗ, задание 1 – задание сортировка).
    Создание проблемной ситуации (задание 2).
    Работа с учебником, поиск информации.
    Закрепление нового материала (выполнение тренировочных заданий).
    Итог урока (заполнение второй части таблицы – Новое о роде имени существительного).
    Домашнее задание (Составьте текст рекламы с использованием несклоняемых существительных).
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