Last week, my tutor class (Grade 6D) had #assembly in the MPH. | Sabina MammadovaLast week, my tutor class (Grade 6D) had #assembly in the MPH. Like every week, one of the lower secondary #classes organizes assembly for the rest of the lower secondary (Grades 6, 7, and 8) during 50 minutes. Another thing was—it was the last assembly of the year, so we wanted to make it special 🥳 We decided with the #students to involve:
🎭 Time Travelling Skit
🎥 A video interviewing people about #memorable times from this academic year
👯 Just #Dance (to engage some students through dancing)
🎬 #Movie Time (a video about memorable moments from all lower secondary classes)
🎶 #Music Band – boys' band from our class (one student played the piano, another the violin, and two of them sang).
For the #time-travelling skit, they built a time #machine ⏳#Students designed the script and included a character who was a #teacher. They asked to use my name for the character—I said, no problem 😅 But my students from other classes thought it was my story 😂
I have to say, I was proud of my students—they really made my day. I was smiling the whole day 😃 Even during a lesson (after assembly), when I got angry for a moment due to a misbehaviour issue, one of my tutor class students said, “I saw your #smile, don’t pretend you’re angry.” Then I smiled unintentionally again 😊
I’m #proud because all these #efforts belonged to my #students. It was a good example of student agency. I supported them only in #coordinating, and #organizing. We made decisions together, and the #content was created by students 🧒
In the backstage, we laughed A LOT 😬 It was so fun—sometimes they didn’t follow the plan (also there were technical problems during the assembly), but I observed that how confidently they managed the situation.
I was feeling like a parent watching a child start riding a bicycle—you support at first and stay close just in case they fall, but then you let them ride independently. My role was like that. I tried to let them know, “I’m always here to support you, but you need to take responsibility, be confident, and shine. This is your time, your stage.” ✨🌟
It didn’t have to be perfect. When you give #space to a child for #learning, mistakes can happen. But if you just tell them what the mistake was, it doesn’t mean much. When they realize it themselves, they understand better.
The most important thing for me was that my students enjoyed it 🥳—they had a memorable #time. I don’t believe they will forget this #moment. I received positive feedback from students in other classes and from teachers.
We also remembered students who left the school. As a result, it was a #memorable time we had.
By the way, the name of the assembly was “TikTok: We Broke the Clock.” ⏰ 🤩
We chose the name together—it meant that the students nailed it this year, and we wanted to highlight how fast time flew and the memorable #moments we #shared 🕰️
#Teacher #Education #ScienceTeacher #BiologyTeacher #StudentAgency #StudentLed #SchoolAssembly #StudentPerformance
#create #questions #curiosity #ai #fictional #students #collaborative #poster #engaging #thinking #creativity #connect #imagination #activity #explore #grade6science #science #owis… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Solids, liquids and gases
👩🔬 Activity: Creative Questions - Ask, Explore, and Present
🤝 Work Style: Individual/Group Work
I used the Creative Questions routine from the Project Zero at the Harvard Graduate School of Education Zero Thinking Routine Toolbox with my Grade 6 students.
🔗 The link to PZ Harvard Creative Questions: https://lnkd.in/gq36Fd54
Their task was to #create four #questions on the topic of solids, liquids, and gases. I also encouraged them to extend their #curiosity by forming questions about plasma, dark matter, or other states of matter 🌃
The rule was simple: they could not use devices to create their questions, but they were allowed to use devices — even #AI (for research)— when answering them, since the questions could be both #fictional and non-fictional. After generating their questions ❓ and writing answers on A3 paper, #students combined all their sheets to make one large #collaborative poster. If someone in a group finished early, they supported their classmates by helping to create more questions, provide answers, or decorate the #poster.
The activity turned out to be #engaging and thought-provoking. We often assume that creating questions is easy, but in reality, it requires deep #thinking 🤔 To push their #creativity further, I asked them to #connect states of matter with a topic they were personally interested in. This way, they could blend curiosity with #imagination.
I really enjoyed this #activity because it gave students a chance to #explore states of matter from different angles, while also strengthening their ability to ask meaningful, creative questions 💡
One World International School Singapore
#Grade6Science #Science #OWIS #OneWorldInternationalSchool #Singapore #CambridgeCurriculum #BiologyTeacher #ScienceTeacher #Education #Educator #InquiryBasedLearning #CreativeQuestions #ProjectZero #ThinkingRoutines #HarvardPZ #VisibleThinking #InquiryBasedLearning #StudentEngagement #CriticalThinking #CreativeThinking #CollaborativeLearning #StatesOfMatter
#experiment #metals #conductors #insulators #table #electricity #classroom #students #materials #grade6 #science #cambridgecurriculum #biologyteacher #scienceteacher #education #educator… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Comparing Metals and Non-metals
👩🔬 Experiment: Testing materials in an electric circuit (using a safe 2V power source) to determine whether they are conductors or insulators
🤝 Work Style: Group Work
Grade 6 students conducted an #experiment to identify #metals and non-metals, as well as #conductors and #insulators. They created a #table to record each item, whether it conducted #electricity, and whether it was metal or non-metal 🧱
A 2V power supply completely safe for #classroom use was provided. #Students were instructed to switch off the power supply while setting up, and switch it on only when ready to test. They were given various items, including aluminium, steel, copper, iron, brass, a pencil, ruler, magnet, and pen. Students also explored #materials from their surroundings.
Some students even asked to test a gold earring, while others connected multiple items to see whether electricity could still flow. It was wonderful to see them calling out, “Teacher, look what I set up!” Their curiosity, excitement, and sense of discovery truly made the activity rewarding 👩🔬
#Grade6 #Science #CambridgeCurriculum #BiologyTeacher #ScienceTeacher #Education #Educator #InquiryBasedLearning #StudentEngagement #ScientificInquiry #StudentCenteredLearning #CollaborativeLearning #OWIS #OneWorldInternationalSchool #Singapore #InstructionalCoach #EdTechSpecialist #InteractiveLearning #HandsOnLearning #STEMEducation #STEMLearning #ScienceExperiment #21stCenturySkills #CriticalThinking #YoungScientists #LearningByDoing #ClassroomActivities
#ph #discussion #experiment #students #acids #alkalis #observation #data #collaboration #communication #grade6 #science #cambridgecurriculum #scienceteacher #biologyteacher #instructionalcoach… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Acids and alkalis
👩🔬 Experiment: Measuring pH levels of samples from different fruits and vegetables
🤝 Work Style: Group work
Grade 6 students worked collaboratively in groups to measure the pH levels of various fruit and vegetable samples. Students brought different fruits and vegetables to school for the experiment, including green grapes 🍇, black grapes, dragon fruit , tomato 🍅, cucumber 🥒, lemon 🍋, apple 🍎, and orange 🍊
The samples were crushed using a mortar and pestle to extract juice. The extracted juices were then transferred into test tubes and Petri dishes. Students measured the pH levels using red and blue litmus paper as well as #pH paper 🥼
Students recorded their experimental results and shared their findings with classmates during a class #discussion at the end of the lesson. This #experiment provided an engaging real-life application of the topic, helping #students connect #acids and #alkalis to everyday foods while developing skills in #observation, measurement, #data recording, #collaboration, and scientific #communication 👩🔬🧪
#Grade6 #Science #CambridgeCurriculum #ScienceTeacher #BiologyTeacher #InstructionalCoach #EdTechSpecialist #InquiryBasedLearning #StudentEngagement #ScientificInquiry #StudentCenteredLearning #CollaborativeLearning #HandsOnLearning #ProjectBasedLearning #ExperientialLearning #ActiveLearning #STEM #STEMEducation #TeachingAndLearning #OWIS #OneWorldInternationalSchool #Singapore
#science #simulations #checklist #students #learning #groups #simulations #research #discussion #presentation #checklist #information #data #teamwork #practice #exploration #space #assessment… | Sabina MammadovaThis was one of the best presentations I have ever seen my Grade 6 students create in my #Science class✨
The use of #simulations together with a clear #checklist made a significant difference. #Students followed the given instructions confidently, which supported their #learning and independence throughout the process 🤓
🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Movement in Space
👩🔬 Activity: Group presentation based on a structured checklist
🤝 Work Style: Group work
Students worked in #groups and explored 11 simulations (5 core simulations and 6 optional extension #simulations). Each group received a printed checklist, which guided their #research, #discussion, and #presentation design.
⚜️ #Checklist: 3.3 Movement in Space
🟡 Content
• Included #information about nebulae (what they contain, how stars and planets form, and orbits)
• Added new details from Solar System simulations (core and optional)
• Explained ideas clearly and accurately
🟡 Structure & Clarity
• Clear beginning, middle, and end
• Slides/posters were easy to read and well organised
• Effective use of images and diagrams
• Clear roles for each group member
🟡 #Data Interpretation
• Collected numerical data (mass, distance, density, orbits)
• Compared values and identified patterns
• Checked accuracy and relevance of data
🟡 #Teamwork
• Active contribution from all members
• Respectful listening and collaboration
• Equal opportunities to speak during the presentation
🟡 #Practice & Readiness
• Tested the presentation using technology
• Practised explanations together
• Prepared to answer questions confidently
The checklist proved extremely effective, and the simulations encouraged deeper #exploration. Many students went beyond the required content and investigated additional topics based on their interests. Movement in #Space is clearly one of their favourite topics! 🪐🌍☀️🚀
Through this lesson, students strengthened their collaboration, research, communication, critical and creative thinking, and social skills. The activity was completed over two periods—one for preparation and one for presentations 🔭🛸
After each group presented, members of another group assessed their work. In this way, I also implemented peer #assessment. This approach helped students develop a sense of #responsibility and fairness while evaluating the work of their peers, and encouraged them to think more critically about quality, criteria, and constructive #feedback 🤔
I truly enjoyed watching their #presentations. Some groups even created interactive #Kahoot quizzes and visual hooks to engage their audience 🚀🌌
#Grade6 #Science #CambridgeCurriculum #ScienceTeacher #InstructionalCoach #EdTechSpecialist
#InquiryBasedLearning #StudentEngagement #StudentCenteredLearning #CollaborativeLearning
#ProjectBasedLearning #ExperientialLearning #ActiveLearning #STEM #STEMEducation
#TeachingAndLearning #OWIS #OneWorldInternationalSchool #Singapore
