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Course: ' First Skills ' - ' ފަށާ ހުނަރު ' (Fasha Hunaru).​

Course Overview

This minicourse, 'Early Skills' (ފަށާ ހުނަރު), is specifically designed for K-5 Maldivian children, recognizing that at these young ages, learning is most profound when rooted in culturally relevant activities, pedagogy, and resources. The core aim is to help learners comprehend and make sense of new knowledge by connecting it deeply to their own cultural context, developing essential Dhivehi language skills, motor skills, and creative critical thinking.
 

Inspired by the 'He Awa Whiria: a braided rivers approach (Macfarlane, Macfarlane & Gillon, 2015)', this program intentionally weaves together distinct yet interconnected streams of knowledge: traditional Maldivian culture, the Dhivehi language, eco-empathetic concepts, and modern STEM/Arts principles. It effectively blends engaging, hands-on activities and collaborative projects with interactive multimedia elements delivered via a hybrid online/classroom model.

Recognizing the crucial role of physical and active engagement for this age group, the program leverages a digital app and diverse multimedia—including videos, songs, and interactive stories—to deliver information, enhance motivation, and cater to varied learning styles. This integrated approach, employing gamification, behaviorism, cognitivism, and constructivist elements, fosters active learning and ensures that learners acquire Dhivehi language skills and cultural knowledge through both active participation and stimulating digital media, all meticulously shaped for age appropriateness across the K-5 spectrum.​

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Knowledge Gap

The primary knowledge gap this 'Early Skills' (ފަށާ ހުނަރު) program seeks to address is the observable decline in foundational Dhivehi language proficiency and cultural literacy among K-5 Maldivian children. This critical gap manifests in reduced abilities in reading, writing, and formal comprehension of Dhivehi, largely stemming from increased exposure to foreign languages and a significant scarcity of engaging, age-appropriate digital educational resources in their native tongue.
 

Without targeted intervention, this trend risks diminishing children's vital connection to their native language, rich cultural heritage, and unique Maldivian identity. A comprehensive assessment, such as one aligned with the UNESCO framework for language vitality and endangerment, would formally quantify this gap, further demonstrating the urgent need for accessible, culturally relevant educational content in Dhivehi.
 

The 'Early Skills' program is meticulously designed to bridge this critical gap by providing structured learning pathways across three distinct courses:
01. Early Reading
02. Early Writing
03. Early Crafts.

This approach fosters a robust connection to their linguistic and cultural identity. Furthermore, in a country like the Maldives, heavily reliant on tourism and imports, cultivating a generation of creative critical thinkers is paramount for navigating and leading in the burgeoning creative and gig economies. This program aims to equip young learners with not just foundational skills, but also the innovative mindset necessary for future economic resilience and cultural preservation.

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Target Audience Overview

Primary Audience: Learners
 

  • Level 1 (3–5 years, Preoperational Stage):

    • Demographics: Preschool-aged Maldivian children, typically in early childhood programs or atolls, fluent or learning Dhivehi.

    • Background/Prior Knowledge: Limited vocabulary (~100–300 Dhivehi words), basic recognition of emotions (e.g., happy, sad - އުފާ، ބިރު، ރުޅި، މޮޅި، ހައިރާން، ފަކުރު), and minimal crafting experience (e.g., coloring).

    • Skills/Dispositions: Developing fine motor skills (e.g., gripping crayons), eager to engage in play-based activities (e.g., songs, puppets), and curious about cultural figures like ' Maali. - މާލި '

    • Profile: These learners thrive in guided, visual, and tactile tasks, needing heavy scaffolding to explore emotions and culture (e.g., drawing Happy Maali - އުފާ މާލި).
       

  • Level 2 (6–8 years, Concrete Operational Stage):

    • Demographics: Primary school-aged Maldivian children in urban or atoll schools, proficient in basic Dhivehi.

    • Background/Prior Knowledge: Vocabulary of ~200–500 words, understanding simple emotions and cultural events (e.g., Eid - އީދު), some crafting experience (e.g., cutting paper).

    • Skills/Dispositions: Improved motor skills (e.g., using scissors), able to form short sentences, collaborative in small groups, and interested in hands-on tasks like puppet-making.

    • Profile: These learners benefit from moderate guidance, concrete tasks (e.g., cutting Maali masks), and cultural connections (e.g., Sad Maali stories).
       

  • Level 3 (9–11 years, Early Formal Operational Stage):

    • Demographics: Upper primary Maldivian students, fluent in Dhivehi, in diverse educational settings.

    • Background/Prior Knowledge: Vocabulary of ~500–1000 words, knowledge of complex emotions (e.g., pride - ވަންތަކަން ) and traditional skills (e.g., Wood Turning and Lacquer Skills - ލިޔުމާއި ލާޖެހުން), experience with detailed crafts (e.g. creating souvenir items).

    • Skills/Dispositions: Advanced motor skills (e.g., constructing moving parts), capable of analytical thinking, collaborative in group projects, and motivated by eco-empathetic challenges (e.g., pinball games).

    • Profile: These learners excel with minimal support, complex tasks (e.g., eco-friendly designs), and real-world applications (e.g., sustainable crafts).
       

Secondary Audience: Nurturers

  • Teachers: Maldivian educators needing structured lesson plans, assessments (e.g., checklists), and Oala.app resources to deliver culturally relevant content.

  • Parents: Engaged in supporting home activities (e.g., journaling about Maali emotions), reinforcing cultural and eco-empathetic values.

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Target Audience Overview

Primary Audience: Learners
 

  • Level 1 (3–5 years, Preoperational Stage):

    • Demographics: Preschool-aged Maldivian children, typically in early childhood programs or atolls, fluent or learning Dhivehi.

    • Background/Prior Knowledge: Limited vocabulary (~100–300 Dhivehi words), basic recognition of emotions (e.g., happy, sad - އުފާ، ބިރު، ރުޅި، މޮޅި، ހައިރާން، ފަކުރު), and minimal crafting experience (e.g., coloring).

    • Skills/Dispositions: Developing fine motor skills (e.g., gripping crayons), eager to engage in play-based activities (e.g., songs, puppets), and curious about cultural figures like ' Maali. - މާލި '

    • Profile: These learners thrive in guided, visual, and tactile tasks, needing heavy scaffolding to explore emotions and culture (e.g., drawing Happy Maali - އުފާ މާލި).
       

  • Level 2 (6–8 years, Concrete Operational Stage):

    • Demographics: Primary school-aged Maldivian children in urban or atoll schools, proficient in basic Dhivehi.

    • Background/Prior Knowledge: Vocabulary of ~200–500 words, understanding simple emotions and cultural events (e.g., Eid - އީދު), some crafting experience (e.g., cutting paper).

    • Skills/Dispositions: Improved motor skills (e.g., using scissors), able to form short sentences, collaborative in small groups, and interested in hands-on tasks like puppet-making.

    • Profile: These learners benefit from moderate guidance, concrete tasks (e.g., cutting Maali masks), and cultural connections (e.g., Sad Maali stories).
       

  • Level 3 (9–11 years, Early Formal Operational Stage):

    • Demographics: Upper primary Maldivian students, fluent in Dhivehi, in diverse educational settings.

    • Background/Prior Knowledge: Vocabulary of ~500–1000 words, knowledge of complex emotions (e.g., pride - ވަންތަކަން ) and traditional skills (e.g., Wood Turning and Lacquer Skills - ލިޔުމާއި ލާޖެހުން), experience with detailed crafts (e.g. creating souvenir items).

    • Skills/Dispositions: Advanced motor skills (e.g., constructing moving parts), capable of analytical thinking, collaborative in group projects, and motivated by eco-empathetic challenges (e.g., pinball games).

    • Profile: These learners excel with minimal support, complex tasks (e.g., eco-friendly designs), and real-world applications (e.g., sustainable crafts).
       

Secondary Audience: Nurturers

  • Teachers: Maldivian educators needing structured lesson plans, assessments (e.g., checklists), and Oala.app resources to deliver culturally relevant content.

  • Parents: Engaged in supporting home activities (e.g., journaling about Maali emotions), reinforcing cultural and eco-empathetic values.

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Differentiation/Scaffolding Table for Learners
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Course Type: Step-by-Step Program

Rationale

The 'Early Skills' (ފަށާ ހުނަރު) program is best delivered as a step-by-step program to address the identified knowledge gap in foundational Dhivehi language proficiency, cultural literacy, and 21st-century skills for young Maldivian learners (3–11 years).

 

This program type guides learners sequentially through structured activities within each of its three courses (Early Reading, Early Writing, Early Crafts). Each step builds progressively on the previous one (e.g., from vocabulary to crafting to reflection), effectively scaffolding skills within the Zone of Proximal Development.

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This approach is ideal for young learners who require clear, guided progression to develop Dhivehi fluency, fine motor abilities, and creative critical thinking, while deeply embedding Maldivian culture and sustainability. It ensures accessibility for diverse learners across Oala Levels 1–3, making complex concepts manageable and fostering a strong connection to their linguistic and cultural identity.

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Course Modality: Hybrid/Blended

Rationale

A hybrid/blended modality is optimal for the 'Early Skills' (ފަށާ ހުނަރު) program, combining in-person and asynchronous online elements. This approach effectively meets the diverse needs of young Maldivian learners (3–11 years), their teachers, and parents.
 

In-person sessions (e.g., crafting, storytelling) provide crucial hands-on learning for motor skills development and cultural engagement, fostering direct collaboration and teacher guidance. Meanwhile, asynchronous online components delivered via the Oala.app (e.g., videos, interactive exercises, quizzes) offer flexible access to content, supporting self-paced practice, which is particularly beneficial for learners in geographically dispersed atoll communities.
 

Importantly, this blend broadens access to diverse instructional expertise across geographically displaced communities and offers varied learning methods. This accommodates diverse learner preferences, efficiently leverages educational resources, ensures robust accessibility, and effectively reinforces cultural and eco-empathetic themes throughout the program.
 

Course Learning Outcomes (CLOs)

​01. Early Reading 'ކިޔަން ފަށާ (ki-yan fa-sha)'
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  • CLO 1: Phonological Awareness

    • Description: Develop awareness of sounds in language through segmentation and blending.

    • Assessed through the following Learning Objectives (LOs)

      • LO1: Syllable Awareness

      • LO2: Rhyme Awareness

      • LO3: Phoneme Awareness

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  • CLO 2: Phonics and Letter Knowledge

    • Description: Link sounds to letters and form basic words.

    • Assessed through the following Learning Objectives (LOs):

      • LO4: Grapheme Awareness

      • LO5: Letter and Word Formation

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  • CLO 3: Vocabulary and Comprehension

    • Description: Build word knowledge and understand text meaning.

    • Assessed through the following Learning Objectives (LOs):

      • LO6: Vocabulary Knowledge

      • LO7: Comprehension

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02. Early Writing 'ލިޔަން ފަށާ (li-yan fa-sha)'
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  • CLO 4: Writing and Expression

    • Description: Produce written and verbal output with structure and clarity.

    • Assessed through the following Learning Objectives (LOs):

      • LO8: Spelling and Grammar Basics

      • LO9: Sentence and Paragraph Construction

      • LO10: Verbal Expression

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  • CLO 5: Expressive Confidence

    • Description: (Affective focus) Build ability to articulate thoughts and feelings through guided writing/journaling.

    • Assessed through the following Learning Objectives (LOs):

      • LO11: Expression Skill Confidence (Affective, focused on journaling expression)

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03. Early Crafts 'ކުރަން ފަށާ (ku-ran fa-sha)'
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  • CLO 6: Motor Skills

    • (Description): Develop physical coordination for crafting tasks like Make-Do activities or Strawbees.

    • (Assessed through the following Learning Objectives (LOs):)

      • LO12: Fine Motor Precision

      • LO13: Gross Motor Coordination

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  • CLO 7: Skill Confidence

    • (Description): (Affective focus): Develop confidence in executing motor tasks and expressing creativity through crafts.

    • (Assessed through the following Learning Objectives (LOs):)

      • LO14: Motor Task Confidence

Module Objectives

Module 1.1: Decorating Dhivehi Emotion Words (Topic: Emotions)
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  • MLO 1.1.1: By the end of the lesson learners (Oala Learner Level 2) will be able to recall 4-6 Dhivehi emotion 'ޖަޒުބާތު' words (e.g., އުފާ, ރުޅި, ފަޚުރު) with correct pronunciation.

    • Alignment:

      • CLO 1: Phonological Awareness

        • LO3: Phoneme Awareness - for correct pronunciation.

      • CLO 3: Vocabulary and Comprehension

        • LO6: Vocabulary Knowledge - for recalling words.

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  • MLO 1.1.2: By the end of the lesson learners (Oala Learner Level 2) will be able to explain their decoration choices using simple sentences.

    • Alignment:

      • CLO 4: Writing and Expression

        • LO10: Verbal Expression - for explaining using simple sentences.

      • Supports CLO 5: Expressive Confidence (indirectly, as explaining builds confidence).

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Module 1.2: Dhivehi Mask Creation (Topic: Emotions)
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  • MLO 1.2.1: By the end of the lesson learners (Oala Learner Level 2) will be able to apply string-based measurement to determine head circumference.

    • Alignment:

      • CLO 6: Motor Skills

        • LO12: Fine Motor Precision - for measurement,

        • LO13: Gross Motor Coordination - if it involves larger body movements for mask creation.

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  • MLO 1.2.2: By the end of the lesson learners (Oala Learner Level 2) will be able to identify Maldivian cultural elements (e.g., Maali’s ދެލި މާލި، އަޅި މާލި).

    • Alignment:

      • CLO 3: Vocabulary and Comprehension

        • LO6: Vocabulary Knowledge - for identifying terms

        • LO7: Comprehension - for understanding cultural context.

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Module 2.3: Dhivehi Puppet Play Scriptwriting (Topic: Local Habitats)
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  • MLO 2.3.1: By the end of the lesson learners (Oala Learner Level 2) will be able to list 4-6 Dhivehi phrases for script dialogue with correct pronunciation.

    • Alignment:

      • CLO 1: Phonological Awareness

        • LO3: Phoneme Awareness - for correct pronunciation.

      • CLO 4: Writing and Expression

        • LO9: Sentence and Paragraph Construction - for phrases/scriptwriting.

        • LO10: Verbal Expression - for dialogue.

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  • MLO 2.3.2: By the end of the lesson learners (Oala Learner Level 2) will be able to contribute to group scriptwriting fairly.

    • Alignment:

      • CLO 5: Expressive Confidence (community) as a broader skill for collaborative expression.

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Module 2.4: Dhivehi Puppet Play Performance
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  • MLO 2.4.1: By the end of the lesson learners (Oala Learner Level 2) will be able to perform 4-6 Dhivehi script phrases clearly in the play.

    • Alignment:

      • CLO 4: Writing and Expression

        • LO10: Verbal Expression - for clear performance of phrases.

      • CLO 5: Expressive Confidence , as performing builds confidence.

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  • MLO 2.4.2: By the end of the lesson learners (Oala Learner Level 2) will be able to manipulate their puppet with basic movements during the group performance.

    • New Alignment:

      • CLO 6: Motor Skills

        • LO12: Fine Motor Precision

        • LO13: Gross Motor Coordination - for puppet manipulation.

      • CLO 7: Skill Confidence , as performing motor tasks builds confidence.

Learning Actvities

Module 1.1: Decorating Dhivehi Emotion Words (Topic : Emotions)
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  • Activity 1: Exploring Emotion Words (Acquisition)

    • Learners watch a short video (“Discovering Emotion ޖަޒުބާތު”) on Oala.app, introducing 6 emotions (e.g., happy އުފާ, fear ބިރު, sad މޮޅި), repeating words for pronunciation (MLO 1.1.1).

  • Activity 2: Sustainable Emotion Word Decoration (Production)

    • In-person, they cut cardboard letters (e.g., އުފާ) from pre-drawn outlines using safety scissors, color with markers, and decorate with recycled cloth scraps. The teacher models phrases (e.g., “happy އުފާ can/could be bright colors”) to scaffold simple sentence explanations (MLO 1.1.2). Learners present their decorated word, saying, “I used red ރަތް for އުފާ.”

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Module 1.2: Dhivehi Mask Creation (Topic : Emotions)
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  • Activity 1: Discovering Maali Masks (Acquisition)

    • Learners view a short video (“History of masks in indigenous communities”) on Oala.app, highlighting Maali މާލި masks in the Maldivian context to identify cultural elements (MLO 1.2.2).

  • Activity 2: Sustainable Maali Mask Crafting (Production)

    • In-person, they measure head circumference using string (rudimentary basics), guided by teacher demonstration (MLO 1.2.1), and cut an oval mask shape from cardboard with pre-drawn outlines. They decorate with recycled, upcycled, re-usable materials (nurdles, fabric scraps, coloring) to represent Maali. The teacher prompts, “What’s this Maali?” to reinforce identification.

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Module 2.3: Dhivehi Puppet Play Scriptwriting (Topic: Local Habitats)

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  • Activity 1: Exploring Habitat Dialogue (Acquisition)

    • Learners watch a video on Oala.app exploring ބޭރު ކަނޑު (ocean) and ފަރު (reef) in depth. Showcases marine life like މިޔަރު (shark), ވެލާ (turtle), and ކޯމަސް (coral fish), emphasizing ecological roles, repeating 4–6 phrases for pronunciation (MLO 2.3.1).

  • Activity 2: Collaborative Scriptwriting (Production)

    • In-person, in groups of 4, they collaborate to write a short puppet play script, creating social commentary for awareness using teacher-provided phrase cards (ބޭރު ކަނޑު, ފަރު). The teacher ensures fair contribution by prompting each child to add 1 phrase (MLO 2.3.2), monitoring group dynamics.

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Module 2.4: Dhivehi Puppet Play Performance
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  • Activity 1: Reviewing the Script (Practice)

    • Learners review their script from Module 2.3 on Oala.app, practicing 4–6 Dhivehi phrases (e.g., ، ހިމާޔަތް، ބޭރު ކަނޑު, ފަރު) with audio cues for clear pronunciation (MLO 2.4.1).

  • Activity 2: Puppet Play Performance (Production)

    • In-person, groups of 4 perform a 2-minute puppet play, using hand puppets crafted with recycled cardboard and cloth. They manipulate puppets with basic movements (e.g., wave for އުފާ, shake for sad މޮޅި) during dialogue (MLO 2.4.2). The teacher models movements and prompts, “express your self/concerns.”

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Assessment Actvities

Module 1.1: Decorating Dhivehi Emotion Words
Activity 1: Exploring Emotion Words (Acquisition)

  • Purpose: Test recall of 4–6 Dhivehi emotion words with correct pronunciation (MLO 1.1.1).

  • Type: Summative MCQ's

  • Format: 4 audio-based MCQs with 3 visual/text options, delivered via Oala.app tablets post-video.

  • Examples:

    • “What is އުފާ? A) Happiness [happy face] B) Fear C) Sadness” (Answer: A)

    • “What is ރުޅި? A) Happiness B) Anger [angry face] C) Pride” (Answer: B)

    • “What is ފަޚުރު? A) Sadness B) Fear C) Pride [proud face]” (Answer: C)

    • “What is ހައިރާން? A) Happiness B) Sadness [sad face] C) Surprise” (Answer: B)

  • Scoring: 1 point per correct answer (max 4 points, expecting 2–4 correct).

  • Approach: Audio cues and visuals ensure accessibility, reinforcing pronunciation (phonemes) through repetition from the video, aligning with CLO1 (Dhivehi fluency).
     

Activity 2: Sustainable Emotion Word Decoration (Production)​

  • Purpose: Evaluate explanation of decoration choices in simple sentences (MLO 1.1.2) and pronunciation of emotion words (MLO 1.1.1).

  • Type: Performance Rubric (In-Person)

  • Format: Learners present their decorated word (e.g., އުފާ), saying a simple sentence (e.g., “އުފާ މީ ރަތްކުލަ”). Teacher scores using the rubric during presentation.
     

Rubric:​​

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  • Scoring: Max 6 points (3 for explanation, 3 for pronunciation).

  • Approach: Teacher modeling and eco-empathetic materials (recycled scraps) scaffold sentence formation, ensuring cultural relevance (Maali) and clarity, supporting CLO1 and CLO5 (eco-empathy).

Total Points for Module 1.1 Assessments: 10 (MCQs: 4, Performance: 6

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Module 1.2: Dhivehi Mask Creation (Topic: Emotions)
Activity 1: Discovering Maali Masks (Acquisition)​

  • Purpose: Test identification of Maldivian cultural elements (MLO 1.2.2).

  • Type: Formative, Simple Oral Answers (In-Person)

  • Format: Post-video, teacher shows Mask images (e.g., asian, african, ) and asks, “What’s this Mask?” Learners answer orally.

  • Examples:

    • “What’s this? ދެލި މޫނެއް” (Answer: ދެލި މާލި)

    • “What’s this? Dive Mask” (Answer: ފީނާ މޫނުމައްޗެއް)

    • “What’s this? Native Mask” (Answer: އެފްރިކާ)

  • Scoring: Checklist, 1 point per correct identification (max 3 points, expecting 2–3 correct).

  • Approach: Visual prompts and teacher questioning reinforce cultural knowledge post-video, aligning with CLO3 (cultural elements), ensuring accessibility for 6–8-year-olds.

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Activity 2: Sustainable Emotion Mask Crafting (Production)​

  • Purpose: Evaluate application of string-based measurement and motor skills in mask crafting (MLO 1.2.1).

  • Type: Formative Checklist (In-Person)

  • Format: Teacher observes learners during mask-making, marking skills (measuring, cutting, decorating, assembling) on a checklist.

  • Checklist:

    • Perceives string for head measurement (e.g., holds string to head): ✓/✗ (1 point)

    • Performs cutting of oval shape (e.g., cuts outline): ✓/✗ (1 point)

    • Applies coloring (e.g., colors Maali mask): ✓/✗ (1 point)

    • Applies recycled decorations (e.g., nurdles, scraps): ✓/✗ (1 point)

    • Assembles band with guidance (e.g., staples band): ✓/✗ (1 point)

    • Manipulates tools with control (e.g., steady scissors): ✓/✗ (1 point)

  • Scoring: Max 6 points (1 per skill, expecting 4–6).

  • Approach: Guided demonstration (e.g., “Measure like this!”) and eco-materials (nurdles, scraps, cardboard) ensure motor skill development, aligning with CLO2 (crafting), with teacher support for accuracy.

Total Points for Module 1.2 Assessments: 9 (Oral Answers: 3, Checklist: 6)

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Module 2.3: Dhivehi Puppet Play Scriptwriting (Topic: Local Habitats)
Activity 1: Exploring Habitat Dialogue (Acquisition)​​

  • Purpose: Test listing of 4–6 Dhivehi phrases with correct pronunciation (MLO 2.3.1).

  • Type: Formative Simple Oral Answers (In-Person)

  • Format: Post-video, teacher prompts learners to say phrases from the ocean/reef theme (e.g., “Say ވާސަ). Learners repeat individually.

  • Examples:

    • “Say ފަރު” (Answer: reef)

    • “Say މިއަރަކީ ރައްޓެއްސެއް” (Answer: Sharks are friends)

    • “Say ފަރުތައް ހިމާޔަތް ކުރޭ” (Answer: Protect the reef)

    • “Say ވެލާ ވިނަ ކާނެ” (Answer: Turtles eat seaweed)

  • Scoring: Checklist, 1 point per clear phrase (max 4 points, expecting 2–4).

  • Approach: Teacher modeling and video repetition ensure pronunciation accuracy, aligning with CLO1 (Dhivehi fluency), using reef themes for cultural relevance.

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Activity 2: Collaborative Scriptwriting (Production)​

  • Purpose: Evaluate fair contribution to group scriptwriting (MLO 2.3.2).

  • Type: Formative Checklist (In-Person)

  • Format: Teacher observes groups of 4 during scriptwriting, marking participation and fairness.

  • Checklist:

    • Contributes 1 phrase to script (e.g., adds “ވެލާ ކަނީ ކޮންއެއްޗެއް؟”): ✓/✗ (1 point)

    • Listens to peers’ ideas (e.g., nods, waits turn): ✓/✗ (1 point)

    • Shares phrase cards fairly (e.g., passes cards): ✓/✗ (1 point)

  • Scoring: Max 3 points (1 per skill, expecting 2–3).

  • Approach: Structured group roles and teacher prompting (e.g., “Add one phrase!”) ensure equitable participation, aligning with CLO4 (collaboration), using eco-aware reef themes.

Total Points for Module 2.3 Assessments: 7 (Oral Answers: 4, Checklist: 3)

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Module 2.4: Dhivehi Puppet Play Performance
Activity 1: Reviewing the Script (Practice)​

  • Purpose: Test recall of 4–6 Dhivehi script phrases for clear performance (MLO 2.4.1).

  • Type: Summative MCQs 

  • Format: 4 audio-based MCQs with 3 text/visual options, delivered via Oala.app post-script review.

  • Examples:

    • “What is a shark? A) Sharks are friends [shark image] B) Turtle is kind C) Reef is happy” (Answer: A)

    • “What is this sign? A) Happiness reef B) Protect the reef C) Scary shark” (Answer: B)

    • “What is this animal? A) Turtle [turtle image] B) Shark C) Reef (Answer: A)

    • “What is the turtle doing? A) Swiming B) Eating C) Flying” (Answer: A)

  • Scoring: 1 point per correct answer (max 4 points, expecting 2–4).

  • Approach: Audio cues reinforce pronunciation from script practice, aligning with CLO1 (Dhivehi fluency), using ocean visuals for engagement.

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Activity 2: Puppet Play Performance (Production)​

  • Purpose: Evaluate performance of 4–6 Dhivehi phrases clearly and manipulation of puppet movements (MLO 2.4.1, 2.4.2).

  • Type: Performance Rubric (In-Person)

  • Format: Learners perform a 2-minute puppet play in groups, saying phrases (e.g., ވެލާ ކަނީ މޫދު ވިނަ”) and moving puppets (e.g., wave, shake). Teacher scores using a rubric.

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Rubric

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  • Scoring: Max 9 points (3 per criterion, expecting 6–9).

  • Type: Performance

  • Approach: Teacher modeling and eco-crafted puppets ensure clear performance and movement, aligning with CLO1 (fluency), CLO2 (crafting), and CLO4 (collaboration), with reef themes for eco-awareness.

Total Points for Module 2.4 Assessments: 13 (MCQs: 4, Performance: 9)

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SME Resources​

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Instructional Design Model

The 'Early Skills' (ފަށާ ހުނަރު) program is primarily developed using the Understanding by Design (UbD) model.

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Rationale

The selection of UbD as the primary guiding framework is driven by its fundamental emphasis on achieving deep understanding and the ability to transfer knowledge within everyday contexts. This learner-centered focus aligns perfectly with the foundational learning stage for K-5 children, where the goal is meaningful comprehension and application beyond mere information recall.

 

By starting with the Desired Results (UbD Stage 1) and clearly defining what learners should understand and be able to do (the CLOs), the entire program design is purposefully aligned with these overarching goals. The focus on Acceptable Evidence (UbD Stage 2) ensures that assessments genuinely measure this understanding and transfer.

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While UbD provides the core framework centered on learning outcomes, the design and development process also strategically borrows elements from other instructional design models to enhance its practical application. Principles from the ADDIE model inform the systematic approach to analysis and the iterative nature of development and evaluation. The detailed, granular approach to objectives and alignment, as seen in the Dick and Carey model, has influenced the structure of our module learning objectives. Furthermore, the agile and flexible development strategies inherent in the Successive Approximation Model (SAM2) guide the iterative creation and refinement of learning activities and digital resources, allowing for responsiveness to learner feedback and adapting to the experimental nature of the program.

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In conclusion, the 'Early Skills' (ފަށާ ހުނަރު) program is primarily designed using the Understanding by Design model to ensure a focus on meaningful learning and transfer, while strategically drawing upon valuable elements from ADDIE, Dick and Carey, and SAM2 to create a robust, adaptable, and learner-centered instructional experience.

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Learning Theories

A combination of several learning theories effectively drives the design of the learning activities within the 'Early Skills' (ފަށާ ހުނަރު) program:

  • Constructivism: This theory, emphasizing that learners build their own understanding through experiences and reflection, is central to the activity-based and project-based learning approaches used throughout the modules. Hands-on crafting, puppet creation, and scripted play encourage active engagement and the construction of knowledge through direct experience.

  • Cognitivism (including Piaget's Developmental Stages and Cognitive Load Theory): Recognizing the diverse age range (3-11 years), the program's design explicitly considers Piaget's preoperational and concrete operational stages. Activities and content are scaffolded to be developmentally appropriate, with simpler tasks and more guidance for younger learners and increasingly complex challenges for older students. Cognitive Load Theory informs the design of digital content and instructions to minimize extraneous cognitive load and maximize learning.

  • Social Constructivism (Vygotsky's Zone of Proximal Development and Scaffolding): Collaborative activities, such as group scriptwriting and the puppet construction project, are designed to foster learning through social interaction. The teacher's role in providing guidance, modeling, and scaffolding supports learners within their ZPD, enabling them to achieve tasks they might not be able to do independently.

  • Behaviorism (Gamification and Reinforcement): Elements of gamification, such as the Oala.app badges (e.g., awarded after MCQs), are incorporated to provide positive reinforcement and motivate learner engagement. The immediate feedback provided through the app's MCQs also aligns with behaviorist principles of reinforcement.

  • Connectivism: The integration of digital tools like the Oala.app and online resources encourages learners to connect with information and potentially with others in a digital environment, fostering learning through networks and diverse sources of information.

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Digital Media Resources

Interactive Module

Digital Checklist

The Digital Media Checklist profoundly clarifies the value of resources by prioritizing 'Intended Use' and 'Relevance' (Focus Areas, Audience Levels). This ensures all resources precisely align with assessment targets, promoting effective instruction and minimizing cognitive overload. Please click on the image to download file.

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Interactive Module

This 15-slide interactive assessment module for 'Ants Run Around' (Level 2) helps learners recall Dhivehi words through diverse engagements like hotspots, human audio, and varied quizzes with feedback. Developed in Chameleon Creator despite its accessibility limitations for less common languages, it underscores the importance of pushing tools for truly global inclusivity in e-learning.

CC BY-NC-ND

Alt Link : https://v2.chameleoncreator.com/p/CmD66xNU98zhfKVr5nHNtg

Sources

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