5 E Model of Lesson Planning - An instructional model designed to engage students in learning through inquiry-based approaches.

Multiplication of Fractions -Activity Based Learning

 Learning activities play an important role in student learning and engagement.

Student benefit from the opportunity to reflect upon their learning and to ascertain progression towards outcome.

Practical Demonstration of Multiplication of Two Fractions   

Assessment Paradigms

 Assessment Paradigms - Assessment OF Learning, Assessment FOR Learning, Assessment AS Learning, Assessment IN Learning

5 E Model of Lesson Plan - Stage 1 ENGAGing Activities

The 5 E Model, developed in 1857 by the Biological Science Curriculum Study, promotes collaborative, active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing and drawing conclusions.

The 5Es are

ENGAGE

EXPLORE

EXPLAIN

ELABORATE and

EVALUATE.

 Stage 1 – ENGAGE

To ENGAGE means to excite and to draw the child’s curiosity. It means to ‘wow’ them in a way that catches their attention.

Some ENGAGing activities teachers may use during ENGAGing session of the LESSON PLAN.

 1.       Asking GOOD Questions

            Good Questions should be:

●       Open-ended : to avoid yes/no answers;

●       Equitable : Open to answers of varying depth and complexity

●       Legitimate : asked because you want to hear students’ thoughts and opinions, not because you’re fishing for a correct answer.

Asking Questions effectively to Maximize Student Engagement

●       Establish clear protocols for Q & A

●       Provide ample wait time

●       Establish that all students have access to questions

●       Foster student created questions

●       Make Q & A interactive

●       Use space to foster interaction and response

When students answer a question, ENGAGE with their response. Even if it’s incorrect or misinformed, recognize their effort and use it to  refine the question further

For example, You’re on the right track, but could we also think about…….

what is your opinion if we could do it in that way…….etc.

2.       Connect Learning to the Real World

p“When am I ever going to use this?”, a question we all heard during the introduction op new topic to the students.

Answer this question and the teacher shall ENGAGE students with content that they KNOW is relevant to life beyond the school.

Another way to help students connect their learning to their lives and communities is to use a real-world problem and scenario as the context for the lesson.

For example,

The teacher can ask students to APPLY math concepts to budgeting, planning or measuring. The teacher can use current event, local issues or personal stories to spark discussions or writing prompts in language arts

The teacher EXPLORE the connections between science and society, environment or health, or she can use historical or cultural examples to illustrate concepts in social studies or art.

By using real-world problems and scenarios, the teacher can help students see the relevance and purpose of their learning, as well as challenge them to think critically and creatively.

3.       Involve students in Projects and Inquiries

Involve students in projects and inquiries that allow them to EXPLORE their interests, passions and questions.

For example,

The teacher can make use of Project-Based Learning, Inquiry-Based Learning or Design Thinking as frameworks for their units or lessons.

The teacher can ENCOURAGE students to choose their own topics, questions, or products or to COLLABORATE with peers or experts.

By involving students in Projects and Inquiries, the teacher can help them develop their autonomy, curiosity and ownership of their learning, as well as foster their skills in research, problem-solving and presentation.

4.       Incorporate Student Voice and Choice

This is another way to help students connect their learning to their lives and communities. This means giving students opportunities to express their opinions, preferences and feedback as well as make decisions about their learning goals, activities and assessments.

For example,

The teacher can use surveys, polls or discussions to ELICIT student input

The teacher offer students different options or menus for their tasks or assignments

The teacher can use flexible grouping or seating arrangements to accommodate students needs and preferences

Or

The teacher can use portfolios, rubrics or self-assessments to involve students in EVALUATING their progress and growth.

By incorporating VOICE and CHOICE, the teacher can help them build their confidence, motivation and engagement in their learning as well as respect their diversity and individuality.

5.       REFLECT on the connections and the learning

This means ENGAGING students in metacognitive activities that help them think about what they have learned, how they have learned it, why it matters, and what they can do with it.

For example,

The teacher can use journals, portfolios to document student learning and reflections, the teacher uses EXIT TICKETS, QUIZZES or DISCUSSIONS to check for understanding and feedback.

She can use prompts, questions, or models to guide student reflection and self-regulation, or she can use celebrations, showcases or exhibitions to share student learning and achievement.

By reflecting on the connections and learning, the teacher can help students consolidate their knowledge, skills and attitudes, as well as transfer them to new situations and contexts.

6.       Allow for THINK TIME

It’s gratifying to see hands shoot up as soon as the teacher asks a question, but letting the students think it over has some benefits.

It leads to more considered responses that drive ENGAGING discussions

It makes the conversation accessible to those who don’t have an instant answer.

After the question is asked, pause and give students an opportunity to EXTEND their standard responses further.

For example, If the teacher asks, “See if you can explain how you came to your answer, too,”, the teacher may receive better answers and start to notice some new hands going up.

7.       Fill “Dead-time”

“Dead-time” is any point in a lesson where students are left without something to do.

Like, the teacher might be handing out a worksheet, getting a presentation set up, or waiting interminably for a video to load.

These are brief windows that leave just enough time for students to tune out, after which time it can be very difficult to get them back.

Fill these blank spaces with low-order activities to hold students’ attention. These should be quick, easy and require minimal follow-up.

For example

●       Think Pair Share (TPS) : students reflect on something, discuss with a partner, and then share with the rest of the class once everyone is ready.

●       Quickwrite: write down three questions or points that have been raised by the lesson so far

●       What I Know Already (WIK): If the teacher is just about to dive into a new content, ask students to identify three things that they already know about the subject and jot them as bullet points.

8.       Start Lessons with Introductory Hooks

ENGAGE students from the outset of the lesson with an introductory hook. This could be anything that piques interest, establishes relevance, or inspires curiosity in the subject of the lesson.

For example,

●       A personal anecdote connected to the subject

●       A brain teaser or challenge question

●       A historical example

●       A multimedia source

Keep the hooks short and segue them directly into an overview of the learning goal. It’s an effective opening that ENGAGEs while setting students up for the main instructional component.

9.       Give Brain Breaks

10.     Use Group Work and Collaboration, Gamify learning…..etc.etc………

There are many more……….

Please EXPLORE more activities on ENGAGING students in the classroom.

A Beacon of Hope - A poem by P S Narayanan Namboodiripad

 A Beacon of Hope

In this holy hall of learning, bright and true,

Where dreams take flight and visions are in view,

Each day unfolds a story, fresh and new,

A canvas vast, awaiting each of you.

From the dawn’s first light to twilight’s gentle fall,

You stand as scholars, proud and tall,

With minds so keen, hearts brave and strong,

You are the rhythm in this school's song.

Through corridors of knowledge, you stride with grace,

Every challenge met, you embrace,

With curiosity as your guiding star,

You reach for wisdom near and far.

Teachers, mentors, friends by your side,

Together, on this journey, we all ride,

In labs and fields, on courts and stages,

Your passion ignites, a flame that engages.

In laughter and in trials, you grow each day,

Learning to lead, to dream, to play,

The future's light shines in your eyes,

A promise of hope, a dawn that will rise.

Remember, dear students, as you tread this path,

Each step you take, each question you ask,

Shapes the world in which you'll play your part,

With courage, kindness, and a generous heart.

So, hearth ahead with heads held high,

Reach for the stars in the boundless sky,

In this school, your dreams take wing,

With every lesson, let your spirits sing.

For you are the future, bright and bold,

With stories yet to be told,

And as your principal, I take great pride,

In the journeys you'll embark, far and wide.

May your days here be filled with light,

With friendships dear and futures bright,

In this place where knowledge flows,

May you find the strength to grow.

So here's to you, our shining stars,

No dream too distant, no goal too far,

With hearts full of wonder, minds open wide,

Step into the world, with us by your side.

P S Narayanan Namboodiripad

Communication Shutdown

A Communication Shutdown refers to a situation where an individual or group ceases or significantly reduces their communication. This can happen in various contexts and can be due to a variety of reasons, including emotional, psychological or situational factors.

Certain statements or types of communication can lead to communication shutdown, where one or more parties withdraw from further communication. These can be due to emotional impact of the words used, the way the communication is delivered, or underlying relational dynamics.

The recipient may feel hurt, devalues or attacked leading them to shutdown emotionally and withdraw from the conversation.

The recipient might become defensive, leading to further conflict and reduced willingness to communicate openly.

Repeated negative interactions can erode trust, making future communication more difficult.

The individual might start avoiding conversations or interaction with the person who made the hurtful statements.

Types of Statements Leading to Communication Shutdown

1.     Sarcastic or Mocking Statements

Ø  Oh, Great job, as usual.

Ø  Yeah, right, like you care.

2.     Negative Comparisons

Ø  Why can’t you be more like (someone else)?

Ø  Other people manage just fine, why can’t you?

3.     Critical or Judgmental

Ø  You always mess things up.

Ø  Why can’t you ever do anything right?

4.     Invalidating Feelings

Ø  You shouldn’t feel that way.

Ø  There’s no reason to be upset.

5.     Blaming and Accusatory

Ø  This is your fault.

Ø  You’re the reason everything goes wrong.

6.     Ultimatums and Threats

Ø  If you don’t do this, we’re done.

Ø  Do this, or else.

7.     Dismissive or Minimizing

Ø  You’re overreacting

Ø  It’s not that big of a deal.

8.     Stonewalling or Silence

Ø  Ignoring the person completely

Ø  Giving one-word responses or non-verbal cues indicating disinterest

How to Prevent Communication Shutdowns

     Frame your concerns from your perspective to reduce defensiveness.

Ø  “I feel hurt when……..”

Ø  “I need to talk about ……..”

     Show that you are listening and understanding the other person’s perspective.

Ø  “It sounds like you’re saying……”

Ø  “I hear you, let’s find a solution together.”

     Acknowledge the other person’s emotions and experiences.

Ø  “I can see why you’d feel that way.”

Ø  “Your feelings are valid.”

     Words like “always” and “never” can make the other person feel unfairly criticized.

     Maintain a calm tone and show respect, even when discussing difficult topics.

     Shift the focus from blame to finding a resolution.