Explanation

ޮ ‫ޅ‬
‫އ‬ ު ‫ނ‬
ް ‫ނިދ ިއަވުލިފ‬
ު ‫ނުހ ެގުމ‬
ަ ‫ރ‬
ު
Overview
❖Different Types of
Explanations‫ބ‬ ާ ‫ްއަތްތަވ‬
❖Characteristics of
explanation
‫ނުހ‬
ް ‫ނ‬ަ ‫ނ‬
ް ‫ޖ‬
ެ ‫ހ‬
ޭ ‫ސ‬ި ‫ްއަތަފ‬
❖Problems & possible
solutions ‫ސްއަމ‬ަ ‫ ަލ‬/‫ުލްއަހ‬
 How does the water cycle work?
Explain!
There are
many things
that are
difficult or
impossible
to
understand
without
explanation

‫ރަވ‬
ަ ‫ށ‬
ް ‫ނިގ‬
ަ ‫ރުހ ިތެޗްއެއ‬ޭ ‫އ‬ޮ ‫ޅ‬ު ‫ނ‬ ް ‫ނިދާވުލިފ‬
ު ‫ނުމ‬
ް ‫ނ‬
ޫ ‫ނ‬
ީ
ޭ ‫ދިގ‬
‫ނ‬ ާ ‫ނ‬ ެ
 With successful explanations students:
ޮ ‫ޅ‬
‫އ‬ ު ‫ނ‬
ް ‫ދ ިއަވުލިފ‬
ޭ ‫ގ‬
ޮ ‫ރ ްތ‬
ަ ‫ޅަގނ‬
ު ‫ޖ ްއެވ‬
ެ ‫ނ‬
ަ ‫ަމ‬
• have a good understanding of the new idea so they
are able to restate it in their own words
‫ށަލައ‬ް ‫ދ‬
ަ ‫ސ‬ ް ‫ބ ަލްއިމައ ިތެޗްއެއ ިވ‬ ަ ‫ރުހ‬ު ‫ނިއަވ‬ ް ‫ނުބ‬ ެ ޭ‫ނދ‬ް ‫ގނެއ‬ ޭ ‫ނ‬
ެ
• fits with their existing knowledge and
understanding
‫ށަލައ‬ް ‫ދ‬ަ ‫ސ‬ް ‫ރުކ ިތެޗްއެއ ިވ‬ ި ‫ނ‬ް ‫ރުހަފިގނެއ‬ ި ‫ާކަޗްއެއ‬
‫ޅުގ‬ު ‫ނަވ‬ް ‫ގނެއ‬ ޭ ‫ނ‬ ެ
• are able to use appropriate models and analogies in
restating their ideas and explaining them to others
‫ސިމ‬ާ ‫ބުލ‬ ަ ‫ސ‬ ް ‫ބ‬ޭ ‫ނ‬ު ‫ނ‬ް ‫ކ‬ޮ ‫ށ‬ް ‫ނެގ‬ް ‫ނެހެއ‬ ް ‫މ‬ީ ‫ނުހ‬ ަ ‫ށ‬ް ‫ސެވ‬ ް ‫ޔިކ‬ާ ޭ‫ނދ‬ް
 Common Issues
ޮ ‫ޅ‬
‫އ‬ ު ‫ނ‬
ް ‫ނިދާވުލިފ‬ު ‫ދެވާމިދ ިއަގުމ‬
ާ ‫ނ‬
ެ ‫ބ‬
ަ ‫ސ ްއަމ ްއެއ‬
ަ ‫ަލ‬
Explanation are often: ‫ބ‬ ަ ‫ރަހަފ ްއެެެއ‬ ު
• not clear because they do not include all the key features,
‫ޔިކ‬ަ ‫ދ‬
ޭ ‫ނ‬ ް ‫ޅުއ‬ ޭ ‫ބ ުޑނަގިއަމ ެގްއެޗްއެއ‬ ަ ‫ނެމިހ ްއަތިއ‬ ި ‫ނިއަފ‬ު ޭ‫ވ‬
• have no clear structure, ‫އ‬ ޯ ‫ރަޑ‬ެ ‫ންއ‬ ު ޭ‫ވ‬
• use inappropriate connectives, ‫ރ‬ ަ ‫ޅަގނ‬ ު ‫ބ‬ަ ‫ސ‬ ް ‫ބ ުގަމ‬ޭ ‫ނ‬ު ‫ނ‬ ް ‫ނ‬
ު ‫ރުކ‬ ެ ޭ‫ވ‬
• may not make use of appropriate teaching aids ‫ސަވ‬ ީ ‫ްއަތްތަލ‬
‫ބ‬ޭ ‫ނ‬ު ‫ނ‬ ް ‫ނ‬ ު ‫ރުކ‬ ެ ޭ‫ވ‬
• and may not be pitched at the right level ‫ނިދުކ‬ ް ‫ނ ާކައްލެވެލ ެގ‬ ު ‫ޅުގ‬ޭ
• may not seem able to connect their learning with previous
understanding, so they forget ‫ރުކ‬ ި ‫ނ‬ް ‫ރުހަފިގނެއ‬ ި ‫ނާކްޗްއެއ‬ ު ‫ޅުގ‬ު ޭ ‫ތވ‬ ީ
‫ދނަހ‬ ާ ‫ނ‬ ް ‫ނ‬ ެ ‫ތ‬ޭ
As a result they may not be able to convey their understanding to
 Possible solutions
‫ބ‬ަ ‫ުލ ްއަހ ްއެއ‬
Be clear about: ‫ޓ‬ ީ ‫ރަޗ‬ ަ ‫ށ‬
ް ‫ނެގނެއ‬ ް ‫ޖ‬ެ ‫ހ‬ ޭ
• the type of explanation you intend to provide and so
which connectives will help ‫އ‬ ޮ ‫ޅ‬ ު ‫ނ‬ ް ‫ދާވުލިފ‬ ޭ ‫ނ‬ ް ‫ޅ ުއިމ‬ ެ ‫ނ‬ީ
‫ކ‬ޮ ‫ނ‬
ް ‫ރަތ ްއަވ‬ ެ ‫ލ ުއަމ ެގ ްއ‬
ޫ ‫ތްއެތާމ‬ޯ
• the best methods of providing that explanation given the
maturity of students (VAK?)‫ނިދުކ‬ ް ‫ނ‬ ާ ‫ނެއ‬ ް ‫ޅުގ ެމ‬ ޭ ‫ގ‬ޮ ‫ށަތ‬ ް ‫ޅ ޮއ‬ ު ‫ނ‬ ް
‫ދާވުލިފ‬ޭ ‫ނ‬ް
• the examples, models and analogies that can best help
them understand concepts ‫ބ‬ ޭ ‫ނ‬ ު ‫ނ‬ ް ‫ރުކ‬ ެ ‫ދިވ‬ާ ‫ނ‬ ެ ‫ސިމ‬ ާ ‫ ުލ‬/‫މ‬ ޮ ‫ްލ ެޑ‬
• how to respond to pupils’ misunderstandings by choosing
another method‫ނިދުކ‬ ް ‫ނ‬ ަ ‫ށ‬
ް ‫އ‬ ޮ ‫ޅ‬ ު ‫ނ‬ ް ‫ރ ެއ‬ ީ ‫ނެދ ާމ‬ ް ‫ދަހ‬ ާ ‫ނ‬ ެ ‫ގ‬ ޮ ‫ްއެތ‬
• how you can develop pupils’ own skills of explaining,
‫ނިދުކ‬ ް ‫އ ެގ‬ޮ ‫ނުލ‬ ް ‫ނިދިެަވުލިފ‬ ު ‫ނުހ ެގުމ‬
ަ ‫ރ‬ ު ‫ރ‬ ަ ‫ޅަގނ‬ ު ‫ރުކ‬ ު ‫ށަމ‬ ް
 Characteristics of good explanations
Good explanations have a number of common features

• clear structure ‫ަމަހ‬/‫އ‬ ޯ ‫ރަޑ‬ ެ ‫ްއ‬

• key features identified
‫ބ ުޑނަގިއަމ‬ ަ ‫ްއަތިއ‬
• dynamic opening ‫ޝ‬ ަ ‫ރެވުގްވ‬ ި ‫ށެފ‬ ު ‫ްއެމ‬
• clarity – using voice and body
• ‫ސ‬ ާ ‫ނަކުފ‬ ް - ‫ށަހ ޑާައ‬ ި ‫ރަހ ެގ ުޑނަގ‬ ަ ‫ނުކަތްތާކ‬ ް
• signposting ‫ބ‬ ަ ‫ބިއ‬ ަ ‫ރުކަގަހފާ ިއ‬ ު ‫ނ‬ް
• examples and non-examples‫ސިމ‬ ާ ‫ުލ‬
• model and analogy ‫މ‬ ޮ ‫ްލ ެޑ‬/‫ސިމ‬ ާ ‫ުލ‬
• props ޮ ‫ޓފ‬ ޯ ‫ދަފ‬ ަ ‫ސަވ‬ ީ ‫ްތަލ‬
• questions ‫ސ‬ ު ‫ެަވ‬ ާ ‫ުލ‬

ީ ‫ްއަތިކ ެގމީ ިއަގޯއ ިޑވ‬

• connections to pupils’ experience
‫ނިދުކ‬ ް ‫ޔަހ ެގ‬ ާ ‫ޅުގ ާތ‬ ު ‫ނުވ‬ ް
• repetition‫ރުކަެ ތ‬ ާ ‫ރ‬ ު ‫ރުކ‬ ު ‫ނ‬ ް ‫ނަކ‬ް ‫ނެފ ްއަތ‬
ޭ ‫؟‬
• humour ‫ޖަމ‬ ާ /‫ޖ‬ ޯ ‫ުކ‬
 Video Analysis
How did the teacher explain the topic?
• Shared learning objectives
• Dynamic opening: Q- ‘How could a sandwich help
you understand something about music?’
• 7 Students held posters of key words + letters
• Made a sandwich (different types)
• Used keyboard
• Conversation (first teacher modeled then students
came up with their own)
• Summarised key points
• Students compose music to show understanding
 Types of explanation
ޮ ‫ޅ‬
‫އ‬ ު ‫ނ‬
ް ‫ނިދިއަވުލިފ‬
ު ‫ރަތްއަވ ެގުމ‬
ު /‫ބ‬
ާ ‫ްއަތްތަވ‬

● purposes and objectives of the lessons

ާ ‫ޅަވ‬
‫ލިފ‬ ު ‫ސްގަމ ެގ‬ ަ ‫ުދ‬
• processes, procedures and skills (explaining how)
‫ގާގނިހ ްއެމަކ‬ ޮ ‫ްތ‬/‫ރުކ‬ާ ‫ގ‬ޮ ‫އ ްތ‬ޮ ‫ޅ‬
ު ‫ނ‬ް ‫ނިދިއަވުލިފ‬
ު ‫ނ‬ ް
• cause and effect (explaining why)
‫ރެވުދެމ ްއެމަކ‬ ި ‫ށަމުވ‬ް ‫ސ ާވާމިދ‬ަ ‫ބ‬ ަ ‫ބ‬ާ ‫ނުމަކެއ ިއ‬ް ‫ރުކ‬ާ ‫ސައ‬ ަ ‫ރ‬ ު
• relationships (how one factor affects another over
time
‫ޅުގ ާވިއަގުދެމެދ ެގްއެޗްއެއެދ‬
ު ‫ނ‬
ް / ‫ނައ ިތަކެއ‬ެ ‫ށަޗްއެކ‬
ް ‫ބ‬ ާ ‫ރ‬ ު ޯ ‫ރފ‬ު ‫ނަވ‬
ީ ‫ނިހިކ‬ ެ ‫ްއ‬
• concepts (often abstract)‫ނޮކ‬ ް ‫ސ‬ ެ ‫އ ްއ ެޓްޕ‬ ޮ ‫ޅ‬ ު ‫ނ‬ް ‫ނިދ ިއަވުލިފ‬ ު ‫ނ‬ް
• attitudes and values (involving some personal
judgement) ‫ކެދ‬ޭ ‫ގ‬
ޮ ‫ްތ‬/‫ރުކުގައ‬
ެ ޭ ‫ނަކ ވ‬
ް ‫ްއަތްއަތ‬
 ‫‪Types of explanation‬‬
‫ޅ ޮ‬
‫އ‬ ‫ނ ު‬
‫ނިދިއަވުލިފ ް‬
‫ރަތްއަވ ެގުމ ު‬
‫ބ‪ު /‬‬
‫ްއަތްތަވ ާ‬
‫ބ‬‫ްއަތްތަވ ާ‬
‫ލިފ‬‫ޅަވ ާ‬ ‫ސްގަމ ެގ ު‬ ‫ުދ ަ‬
‫ގާގނިހ ްއެމަކ‬ ‫ރުކ ‪ް/‬ތ ޮ‬ ‫ގ ާ‬ ‫ްތ ޮ‬
‫ރެވުދެމ ްއެމަކ‬ ‫ށަމުވ ި‬ ‫ސ ާވާމިދ ް‬ ‫ބ ަ‬ ‫ބ ަ‬ ‫ިއ ާ‬
‫ނުމަކެއ‬ ‫ރުކ ް‬ ‫ސައ ާ‬ ‫ރ ަ‬ ‫ު‬
‫ށައެއ‬
‫ުހަފ ް‬ ‫ރުފ‬
‫ަމަތ ަ‬ ‫ޅުގ ާވިއަގުދެމެދ ެގްއެޗްއެއެދ‬ ‫ނ ު‬ ‫ިތަކެއ ‪ް /‬‬
‫ނައ‬ ‫ށަޗްއެކ ެ‬ ‫ބ ް‬ ‫ރ ާ‬ ‫ރފ ޯ ު‬ ‫ނަވ ު‬ ‫ނިހިކ ީ‬ ‫ްއ ެ‬
‫ނެއ‬
‫ުހަފެމ ް‬ ‫ނެދ‬
‫ް‬
‫ް‬
‫ނ‬
‫ނ ޮ‬
‫ކ‬ ‫ސ ް‬ ‫ގްއެއ ‪ް /‬ޓްޕ ެ‬ ‫ނަކ ްތ ޮ‬ ‫ްއެކަތްއަތ ް‬
‫ނުހ‬‫ނ ް‬ ‫ޔިހ‪ި/‬ތެޗްއެއ ަ‬ ‫ުލ ާ‬
‫‪Procedures/processes‬‬ ‫ކެދ‬‫ގ ޭ‬
‫ރުކުގައ‪ް/‬ތ ޮ‬ ‫ނަކ ވ ޭ ެ‬ ‫ްއަތްއަތ ް‬
‫ގާގނިހ ްއެމަކ‪1.‬‬
‫ރުކ ‪ް/‬ތ ޮ‬
‫ގ ާ‬
‫ްތ ޮ‬
 ‫‪Types of explanation‬‬
‫ޅ ޮ‬
‫އ‬ ‫ނ ު‬
‫ނިދިއަވުލިފ ް‬
‫ރަތްއަވ ެގުމ ު‬
‫ބ‪ު /‬‬
‫ްއަތްތަވ ާ‬

‫ބ‬ ‫ްއަތްތަވ ާ‬
‫ޅަވ ާ‬
‫ލިފ‬ ‫ސްގަމ ެގ ު‬ ‫ުދ ަ‬
‫ގާގނިހ ްއެމަކ‬ ‫ރުކ ‪ް/‬ތ ޮ‬ ‫ގ ާ‬ ‫ްތ ޮ‬
‫ރެވުދެމ ްއެމަކ‬ ‫ށަމުވ ި‬ ‫ސ ާވާމިދ ް‬ ‫ބ ަ‬ ‫ބ ަ‬ ‫ިއ ާ‬
‫ނުމަކެއ‬ ‫ރުކ ް‬ ‫ސައ ާ‬ ‫ރ ަ‬ ‫ު‬
‫ޅުގ ާވިއަގުދެމެދ ެގްއެޗްއެއެދ‬ ‫ނ ު‬ ‫‪ް /‬‬
‫‪2. Cause and effect‬‬ ‫ނައ ިތަކެއ‬ ‫ށަޗްއެކ ެ‬ ‫ބ ް‬ ‫ރ ާ‬‫ރފ ޯ ު‬ ‫ނަވ ު‬ ‫ީ‬
‫ނިހިކ‬ ‫ްއ ެ‬
‫‪(explaining why using a‬‬
‫)‪fishbone diagram‬‬ ‫ނ ޮ‬
‫ކ‬ ‫ސ ް‬ ‫ގްއެއ ‪ް /‬ޓްޕ ެ‬ ‫ްތ ޮ‬
‫ރެވުދެމ ްއެމަކ‬ ‫ނަކ‬ ‫ނުހ ްއެކަތްއަތ ް‬ ‫ނ ް‬ ‫ަ‬
‫ށަމުވ ި‬
‫ާވާމިދ ް‬
‫ބ ަ‬ ‫ބ ަ‬
‫ނުމަކެއ ިއ ާ‬‫ރުކ ް‬‫ސައ ާ‬‫ރ ަ‬‫ު‬ ‫ޔިހ‪ި/‬ތެޗްއެއ‬ ‫ުލ ާ‬
‫ސ‬
 ‫‪Types of explanation‬‬
‫ޅ ޮ‬
‫އ‬ ‫ނ ު‬
‫ނިދިއަވުލިފ ް‬
‫ރަތްއަވ ެގުމ ު‬
‫ބ‪ު /‬‬
‫ްއަތްތަވ ާ‬

‫ބ‬ ‫ްއަތްތަވ ާ‬
‫ޅަވ ާ‬
‫ލިފ‬ ‫ސްގަމ ެގ ު‬ ‫ުދ ަ‬
‫ގާގނިހ ްއެމަކ‬ ‫ރުކ ‪ް/‬ތ ޮ‬ ‫ގ ާ‬ ‫ްތ ޮ‬
‫ރެވުދެމ ްއެމަކ‬ ‫ށަމުވ ި‬ ‫ސ ާވާމިދ ް‬ ‫ބ ަ‬ ‫ބ ަ‬ ‫ިއ ާ‬
‫ނުމަކެއ‬ ‫ރުކ ް‬ ‫ސައ ާ‬ ‫ރ ަ‬ ‫ު‬
‫ޅުގ ާވިއަގުދެމެދ ެގްއެޗްއެއެދ‬ ‫ނ ު‬ ‫‪ް /‬‬
‫ނައ ިތަކެއ‬ ‫ށަޗްއެކ ެ‬ ‫ބ ް‬ ‫ރ ާ‬‫ރފ ޯ ު‬ ‫ނަވ ު‬ ‫ީ‬
‫ނިހިކ‬ ‫ްއ ެ‬
‫‪3. Relationships‬‬
‫ނ ޮ‬
‫ކ‬ ‫ސ ް‬ ‫ގްއެއ ‪ް /‬ޓްޕ ެ‬ ‫ްތ ޮ‬
‫ާވިއަގުދެމެދ ެގްއެޗްއެއެދ‬
‫ޅުގ‬
‫ނ ު‬
‫ނައ ިތަކެއ ‪ް /‬‬ ‫ށަޗްއެކ ެ‬‫ް‬ ‫ނަކ‬ ‫ނުހ ްއެކަތްއަތ ް‬ ‫ނ ް‬ ‫ަ‬
‫ބ‬‫ރ ާ‬
‫ރފ ޯ ު‬‫ނަވ ު‬
‫ނިހިކ ީ‬ ‫ްއ ެ‬ ‫ޔިހ‪ި/‬ތެޗްއެއ‬ ‫ުލ ާ‬
 ‫‪Types of explanation‬‬
‫ޅ ޮ‬
‫އ‬ ‫ނ ު‬
‫ނިދިއަވުލިފ ް‬
‫ރަތްއަވ ެގުމ ު‬
‫ބ‪ު /‬‬
‫ްއަތްތަވ ާ‬

‫ނ ޮ‬
‫ކ‬ ‫ސ ް‬
‫ގްއެއ ‪ް /‬ޓްޕ ެ‬
‫ނަކ ްތ ޮ‬
‫ނުހ ްއެކަތްއަތ ް‬
‫ނ ް‬
‫ޔިހ‪ި/‬ތެޗްއެއ ަ‬
‫‪ު 4.‬ލ ާ‬
 ‫‪Types of explanation‬‬
‫ޅ ޮ‬
‫އ‬ ‫ނ ު‬
‫ނިދިއަވުލިފ ް‬
‫ރަތްއަވ ެގުމ ު‬
‫ބ‪ު /‬‬
‫ްއަތްތަވ ާ‬

‫ބ‬ ‫ްއަތްތަވ ާ‬
‫ލިފ ެގުދައިމ‬
‫ޅަވ ާ‬ ‫ަގ ު‬ ‫ޅަވ ާ‬
‫ލިފ‬ ‫ސްގަމ ެގ ު‬ ‫ުދ ަ‬
‫ސ ަ‬
‫ދ‬ ‫ރުކ ް‬‫ނ ާ‬‫ލުވ ީ‬‫ރުކ ޫ‬ ‫ނ ަ‬ ‫ް‬ ‫ގާގނިހ ްއެމަކ‬ ‫ރުކ ‪ް/‬ތ ޮ‬ ‫ގ ާ‬ ‫ްތ ޮ‬
‫ރެވުދެމ ްއެމަކ‬ ‫ށަމުވ ި‬ ‫ސ ާވާމިދ ް‬ ‫ބ ަ‬ ‫ބ ަ‬ ‫ިއ ާ‬
‫އެއ‬
‫ލުވ ީ‬‫ރަހ ެގ ޫ‬ ‫ްއަތްތާކ ަ‬ ‫ނުމަކެއ‬ ‫ރުކ ް‬ ‫ސައ ާ‬ ‫ރ ަ‬ ‫ު‬
‫ރަތ‬‫ތ ު‬ ‫ޅުގ ާވިއަގުދެމެދ ެގްއެޗްއެއެދ‬ ‫ނ ު‬ ‫‪ް /‬‬
‫ނުބ ީ‬ ‫ރުކ ް‬ ‫ށ ާ‬‫ާ‬
‫ނައ ިތަކެއ‬ ‫ށަޗްއެކ ެ‬ ‫ބ ް‬ ‫ރ ާ‬‫ރފ ޯ ު‬ ‫ނަވ ު‬ ‫ީ‬
‫ރަހ ިކެއިކެއ‬ ‫ިއަގުކަތްތާކ ަ‬
‫ނިހިކ‬ ‫ްއ ެ‬
‫ޔިކ‬‫ދ ިތެކަތ ާ‬ ‫ސ ަ‬ ‫ރުކ ް‬ ‫ނ ު‬ ‫ް‬ ‫ނ ޮ‬ ‫ސ ް‬ ‫ގްއެއ ‪ް /‬ޓްޕ ެ‬ ‫ްތ ޮ‬
‫ކ‬
‫ނަކ‬ ‫ނުހ ްއެކަތްއަތ ް‬ ‫ނ ް‬ ‫ަ‬
‫ޅަވ ާ‬
‫ލިފ ‪4.‬‬ ‫ސްގަމ ެގ ު‬
‫ުދ ަ‬
‫ޔިހ‪ި/‬ތެޗްއެއ‬ ‫ުލ ާ‬
 ‫‪Types of explanation‬‬
‫ޅ ޮ‬
‫އ‬ ‫ނ ު‬
‫ނިދިއަވުލިފ ް‬
‫ރަތްއަވ ެގުމ ު‬
‫ބ‪ު /‬‬
‫ްއަތްތަވ ާ‬

‫ބ‬ ‫ްއަތްތަވ ާ‬
‫‪• It is many people’s‬‬
‫‪opinion that we should‬‬ ‫ޅަވ ާ‬
‫ލިފ‬ ‫ސްގަމ ެގ ު‬ ‫ުދ ަ‬
‫‪not use plastic bags‬‬ ‫ގާގނިހ ްއެމަކ‬ ‫ރުކ ‪ް/‬ތ ޮ‬ ‫ގ ާ‬ ‫ްތ ޮ‬
‫…‪because‬‬ ‫ރެވުދެމ ްއެމަކ‬ ‫ށަމުވ ި‬ ‫ސ ާވާމިދ ް‬ ‫ބ ަ‬ ‫ބ ަ‬ ‫ިއ ާ‬
‫‪Others think that….‬‬ ‫ނުމަކެއ‬ ‫ރުކ ް‬ ‫ސައ ާ‬ ‫ރ ަ‬ ‫ު‬
‫މްއެއ ަ‬
‫ބ‬ ‫ނުހ ީ‬ ‫ކެދ ް‬ ‫ގ ޭ‬ ‫ިއަގުތ ޮ‬ ‫ޅުގ ާވިއަގުދެމެދ ެގްއެޗްއެއެދ‬ ‫ނ ު‬ ‫‪ް /‬‬
‫ލްޕ‬ ‫ސ ާ‬ ‫ޓ ް‬ ‫ި‬ ‫ް‬
‫ކ‬ ‫ކ‬‫ޮ‬ ‫ތ‬‫ަ‬ ‫ޅ‬ ‫ު‬ ‫ނައ ިތަކެއ‬ ‫ށަޗްއެކ ެ‬ ‫ބ ް‬ ‫ރ ާ‬‫ރފ ޯ ު‬ ‫ނަވ ު‬ ‫ީ‬
‫ނ ޭ‬
‫ބ‬ ‫ނ ު‬‫ރުކ ް‬ ‫ކަމ ު‬ ‫ރ ީ‬ ‫ޅަގނ ަ‬ ‫ު‬ ‫ނިހިކ‬ ‫ްއ ެ‬
‫ނ ްއެމަކ‬ ‫ނ ޫ‬ ‫‪ް .‬‬ ‫ނ ޮ‬
‫ކ‬ ‫ސ ް‬ ‫ގްއެއ ‪ް /‬ޓްޕ ެ‬ ‫ްތ ޮ‬
‫ނައ‬ ‫ބްއ ެ‬ ‫މިއ ަ‬ ‫ނުހ‬ ‫ް‬ ‫ނަކ‬ ‫ނުހ ްއެކަތްއަތ ް‬ ‫ނ ް‬ ‫ަ‬
‫ީ‬
‫ކ ޭެދ ެ‪5.‬‬‫ގ ޭ‬
‫ޮ‬ ‫ރުކުގައ‪ް/‬ތ ޮ‬
‫ު‬ ‫ަ‬ ‫ވޭ ެ‬ ‫ޔިހ‪ި/‬ތެޗްއެއ‬ ‫ުލ ާ‬
‫އ‪ި …...‬އގތގކދ‬
 Connectives In Explanation
ޮ ‫ޅ‬
‫އ‬ ު ‫ނ‬
ް ‫ނިދ ިއަވުލިފ‬
ު ‫ނެގ ިއަގުމ‬
ް ‫ޅުގ‬
ޭ ‫ބ‬
ަ ‫ސ‬
ް ‫ކ‬
ޮ ‫ށ‬
ާ ‫ރ‬
ު
• It is many people’s opinion that we
• Objectives of should not use plastic bags
the lessons because…Others think that….
• Processes, • You can see from the graph as the
procedures temperature increases…so the rate of
and skills dissolving increases
• Cause and • First water from sea is evaporated by
effect heat from the sun, then the water
condenses to form clouds,
• Relationships next……….finally…..…
• Concepts • Today we are learning to interpret
• Attitudes and graphs. The reason is later you will be
values asked to predict the shape of a graph…
‫‪Type‬‬ ‫‪Example from‬‬ ‫‪To improve‬‬
‫ޅ ޮ‬
‫އ‬ ‫ނ ު‬
‫ނިދާވުލިފ ް‬ ‫ނ ޮ‬
‫ކ ެގުމ ު‬ ‫ރަތްއަވ ެމ ް‬ ‫ސިމ ް‬
‫ށަކ ަ‬ ‫ހްއެލ ާ‬
‫ދ ޯ‬
‫ާ‬ ‫ެ) ‪subjects‬‬ ‫ސިމ ީ‬ ‫ުލ ާ‬ ‫‪explanation:‬‬
‫ލ ް‬
‫ސިއ‬ ‫ރުގ‪ް/‬މ ާ‬
‫ނާއ ު‬‫ް‬

‫‪Objectives of lesson‬‬
‫ޅަވ ާ‬
‫ލިފ‬ ‫ސްގަމ ެގ ު‬
‫ުދ ަ‬
‫‪Processes / Procedures /skills‬‬
‫ގާގނިހ ްއެމަކ‬
‫ރުކ ‪ް/‬ތ ޮ‬
‫ގ ާ‬
‫ްތ ޮ‬
‫‪Cause & effect‬‬
‫ށަމުވ ި‬
‫ރެވުދެމ ްއެމަކ‬ ‫ސ ާވާމިދ ް‬ ‫ބ ަ‬
‫ބ ަ‬‫ިއ ާ‬
‫ނުމަކެއ‬‫ރުކ ް‬‫ސައ ާ‬ ‫ރ ަ‬‫ު‬
‫ޅުގ ާވިއަގުދެމ ެ‬
‫ދ ެގްއެޗްއެއ ެ‬
‫ދ‪Relationships‬‬ ‫ނ ު‬
‫‪ް /‬‬ ‫ިތަކެއ‬
‫ނައ‬
‫ށަޗްއެކ ެ‬
‫ބ ް‬
‫ރ ާ‬
‫ރފ ޯ ު‬
‫ނަވ ު‬ ‫ްއ ެ‬
‫ނިހިކ ީ‬
‫ނ ޮ‬
‫ކ‪Concepts‬‬ ‫ސ ް‬
‫ްޓްޕ ެ‬ ‫ގްއެއ ‪/‬‬
‫ނަކ ްތ ޮ‬
‫ނުހ ްއެކަތްއަތ ް‬
‫ނ ް‬
‫ަ‬
‫ޔިހ‪ި/‬ތެޗްއެއ‬
‫ުލ ާ‬
‫‪Attitudes and values‬‬

‫ކެދ‬
‫ގ ޭ‬
‫ރުކުގައ‪ް/‬ތ ޮ‬
‫ނަކ ވ ޭ ެ‬
‫ްއަތްއަތ ް‬
 ަ ‫ަލ‬
Problems ‫ސްއަމ‬ Possible solutions ‫ުލްއަހ‬

Explanation is too long and

students lose interest
‫ޓ‬ީ ‫ރަޗ‬ ު ‫ނުވުގިދާމ ަކަހާވ ެގ‬ ް
Explanations do not allow for
checking of students’ developing
understanding
‫ނިދުކ‬ ް ‫ނ‬ ަ ‫ށ‬ ް ‫އ‬ޮ ‫ޅ‬ު ‫ނ‬
ް ‫ތިފިއަލިފ‬ޯ ‫ނަފިލެބ‬
ެ ‫ނުތ‬
ް
Not treating students’ questions
seriously
‫ނިދުކ‬ ް ‫ސެގ‬ ު ‫ރ ްއަތުލާވ‬ަ ‫ޅަގ‬ ަ ‫ށ‬ް
‫ބ‬ ަ ‫ނިއަލ‬ ު ‫ނުތަގ‬ ް
Explanations of concepts that
involve only talk
‫ނަކެއަމަހ‬ ި ‫ނުކްއެދަކަހާވ‬ ް
Prepare a 5 minute explanation of a topic of your choice (eg: Kindness)
ޮ ‫ނ‬
‫ކ‬ ް ‫ސެވެމ‬
ް ‫އ ްއެމަކ‬
ޮ ‫ޅ‬
ު ‫ނ‬
ް ‫ދާވުލިފ‬
ީ : ‫މ‬
ި ާ
‫ސ‬ ު
ެ ‫ނަގ ުލ‬
ާ ‫ރުކ‬
ު ‫ނ‬
ް

ު ‫ރުކ‬
‫ޝ‬ ި ‫ޔ ްއ‬
ާ