Action PlanMrs. Huma Kirmani
The City School Gulshan Boys Campus
Prep 2
Long Term Goals• To adopt new teaching skills to enhance and
create students’ skills in English Language and to motivate students to read ; thus proficient in speaking and writing
Short Term Goals• To alter on and off the method of
asking questions; sometimes analytical and to promote critical thinking about text.• Encourage collaborative work among
students when they have been given creative or critical writing.• To be skilled in the usage of
grammar ; reinforcement exercises
BLOOM’S TAXONOMYThe hierarchy of Bloom's Taxonomy is the widely accepted framework through which all teachers should guide their students through the cognitive learning process. You can think of Bloom's Taxonomy as a pyramid, with simple knowledge-based recall questions at the base. Building up through this foundation, you can ask your students increasingly challenging questions to test their comprehension of a given material.I like to keep this flip chart handy while I'm teaching to remind me of the tasks I should ask my students to perform in response to the lesson at hand.
Here are the 6 levels of Bloom's Taxonomy and the corresponding verb
examples:Remembering: arrange, define, duplicate, label, list, memorize, name,
order, recognize, relate, recall, repeat, reproduce, state.Understanding: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate,Applying: apply, choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch, solve, use, write.Analyzing: analyze, appraise, calculate, categorize, compare, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating:appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate
Creating: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
Instructional Strategies and Tasks
Emphasize more on thorough reading to answer the analytical questions and to manifest critical opinion
To enable students to read between the lines; to comprehend the given related questions
Usage of grammar and reinforcement exercise as to improve their writing skills
Groups will be made in order to build confidence and creativity.
Public speaking will be encouraged in the class-room
Strategies Approach ModeEmphasize more on thorough reading to answer the analytical questions and to manifest critical opinion
Questioning skills •Brainstorming through pictures•Written task (Worksheets)
To enable students to read between the lines; to comprehend the given related questions
•Intervening skills• Questioning skills
•Brainstorming•Written task.(Comprehension Passages)
Usage of grammar and reinforcement exercise as to improve their writing skills
• Listening & speaking skills • Intervening skills• Questioning skills
• Brainstorming through pictures• Question preparation (Group work)• Interview• Written Task
Groups will be made in order to build confidence and creativity.
Intervening skills Presentations and Quiz.
Public speaking will be encouraged in the class-room
• Listening & speaking skills • Intervening skills• Questioning skills
Interviews and Role Plays
Solution to Anticipated ChallengesChallenges Solutions To paraphrase the long
description. Students and parents
may not be helpful in case of main story –line.
Some students who do not want to work or complete their assignments .
Use of good English and thorough views of the theme.
Students should be given a complete introduction by providing synopsis.
Talk to them; motivate them , sit back with them to help in the completion of their work.
Newsletter Sample.
Timeline
Aug: focus on grammar skills
Sep: I will focus on speaking
Oct: I WILL WORK ON COLLABORATIVE GROUPS
Nov: I will adopt all modern forms of teaching English Language
Dec: Public speaking and reading books outside course will be encourage
APPLICATION OF BLOOM’S TAXONOMY: VERBAL-LINGUISTICS
Activity Learning ObjectivesDraw Chart listing all characters in the story with description (aim for at least five descriptive words for each character).
Show knowledge and comprehension of the characters in the tale.
Choose one character from list and, to a partner, describe that character- without giving name. Partner has to draw the character and, for a bonus point, guess which character is being described.
Analyse the characters.
Using the character each student has drawn from their partner's description - write three sentences on their background (e.g. where they were born, what their hobbies are and what music they like).
Apply their knowledge to an extension of the characters.
Activity Learning Objectives
Evaluate the portrayals of each character by voting on favourite cartoon and saying why - linking back to original tale.
Use their knowledge, understanding and analysis of the character to entertain and amuse!
Display the cartoons of each character in a separate area and hand out voting slips to each student.
Evaluate the portrayals of each character by voting on favourite cartoon and saying why - linking back to original tale.
RESOURCESOther teacher who
teaches same grades and subjects
InternetReference books,
curriculum dictionaryWord processing,
multimedia, worksheets, spread sheets applications
Intel teaching program getting started course getting manual
ConclusionBy implementing my
newly acquired teaching styles students will be empowered and will appreciate and gain better knowledge at English