Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

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Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links Health and safety check ICT links Values links

§ Tasks were formulated at all levels according to Bloom’s Taxonomy levels

Support:

§ Questions that do not have right or wrong answers

Challenging:

§ Evaluative questions which promote further discussion.

· Application questions that allow students to relate the topic to their own lives and experiences.

· through questioning and the redirection of questioning in feedback activities

· through observing how pupils  colour objects   that are featured in the song

· through formative task

· through observing how pupils  identify the coloured animals from the book

· Cross curricular link with Art and Music, Literature

· Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

· Use water based markers

· Use water based paints

· Ensure proper ventilation for painting

· Potentially hazardous components include graphite and some pigments in colored pencils

· E-book: White Rabbit’s Color Book by Alan Baker

· Students learn to be patient and helpful through pair work

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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