Brilliant explanation and well made example lesson. How amazing is that I had the same exact lesson this year and going through the same exact questions and gradual inquiry, but I didn’t use the key concept names. I am teaching grade1 English for non-natives Do u think we should mention what key concept is it as we r asking the question?
Hi Mina, glad you liked it! When I was teaching Grade 1, I always emphasised on the key concept(s) we were using in each inquiry, initially explaining to them what key concepts were being used and after some time asking them to identify. Over a period of time, they understood how to structure inquiries based on key concepts for in-depth learning. Also see my video on concept-based learning to get a better perspective. ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-pGrNozm2Gr8.html
For grades KG, 1 and 2, I would put up the types of attributes in terms of which children could describe the physical form. For example, colour, shape, size, temperature, texture, smell, sound, etc. Words like 'sloping' and 'solid' would come more naturally to higher grades who are already used to describing physical form in lower grades. In lower grades, we would first need some activity to help the children understand the meaning of these words and add to their vocabulary. Maybe show pictures which are similar but have one key difference. For example, 2 pictures having an object kept flat and the other the same object kept slanting. Then we ask what is the difference. Hope this helps.
