Macallinnimo

Waxa guddiyadu raadiyaan

• Ujeeddooyin cashar oo u qoran waxa ardaydu samayn karaan, iyo qorshe halkaas ku gaadha waqtiga aad haysato.
• Maareyn fasal oo deggan oo adag: xeerar, caadooyin joogto ah iyo edbin togan, weligaana ul ama bahdil ma jiro.
• Qiimeyn aad cashar kasta isticmaasho: waxaad hubisaa cidda fahantay, waxaad ku saxdaa qorshe saxid cad, waxaadna bixisaa jawaab-celin (feedback) ay ardaydu wax ku qaban karaan.
• Waxbarid ku habboon heerar isku dhafan oo hal qol ku jira, si ardayga dib u dhacay iyo kan imtixaanka qaranka u diyaarsan labaduba wax u bartaan.
• Ilaalinta carruurta oo cad: waxaad taqaannaa xeerka anshaxa, walaaca waxaad u gudbisaa qofka saxda ah, waalidiintana waad la shaqeysaa ka hor inta dhibaatooyinku aanay weynaan.
• Si fiican u yaqaan luqadda wax lagu barayo, iyo qorshe macquul ah oo loogu talagalay ardayda ku fikira Soomaali iyadoo buuggu Ingiriisi ama Carabi yahay.

Su'aalaha ay weydiiyaan

1. 1“Sidee manhajka (syllabus) ugu beddeshaa casharro xilliga oo dhan ah?”

   Sababta ay u weydiiyaan: Waxay rabaan inay arkaan inaad horay wax u qorsheyso: qorshe xilliga oo dhan ah (scheme of work), qorshayaal toddobaadle ah, iyo casharro mid kastaa leeyahay hal ujeeddo oo cad, ee ma aha macallin subax kasta buugga furaya.

   Sida looga jawaabo

   • Ka bilow manhajka iyo imtixaanka: tiri toddobaadyada xilliga oo mawduucyada u qaybi, adigoo u reebaya waqti dib-u-eegis iyo imtixaanno.
   • Toddobaad kasta u kala qaybi casharro, mid kastaa leh hal ujeeddo oo ku bilaabanta fal la qaban karo: xisaabi, sharax, calaamadee, qor.
   • Sheeg sida aad wax u beddesho: haddii hubinta dhammaadku muujiso in fasalku aanu fahmin, casharka xiga ayaa isbeddelaya.
   • Sheeg qorshe dhab ah oo aad isticmaashay, keenna tusaale haddii aad hayso.

   At my school in Burao I received the Grade 7 science syllabus at the start of the year. I counted the teaching weeks, put the topics in order, and kept the last two weeks of each term for revision. Every Thursday I planned the next week: one objective per lesson, like 'students can label the parts of a plant cell', and one short activity. I kept the plans in one exercise book. When the exit questions showed a topic was weak, I added a lesson and moved the next topic back. The head teacher later asked me to show the book to new teachers.

2. 2“Fasalkaagu wuxuu leeyahay arday aan si fiican wax u akhrin karin iyo arday imtixaanka u diyaarsan. Sidee dhammaantood wax u bartaa?”

   Sababta ay u weydiiyaan: Heerar isku dhafan waa wax caadi ah, gaar ahaan fasallada leh carruur barakacayaal ah ama carruur dugsiga goor dambe bilaabay. Guddigu wuxuu hubinayaa inaad haysato habab la taaban karo, ee ma aha ereyga 'differentiation' oo keliya.

   Sida looga jawaabo

   • Marka hore ogow heerarka: imtixaan gaaban ama hubin akhris toddobaadka koowaad ayaa kuu sheegaya cidda waxa ay u baahan tahay.
   • Hayso hal ujeeddo oo leh hawlo saddex heer ah (must, should, could): qof walba wuxuu gaadhaa udubdhexaadka, kuwa dhakhsaha badanina way sii socdaan.
   • Ardayda si ula kac ah kooxo iyo labo-labo ugu qaybi, ardayda xoogga lehna u isticmaal caawiyeyaal adigoon shaqadaada u dhiibin.
   • Kuwa dib u dhacay sii waqti dheeraad ah: daqiiqadaha ugu horreeya ee ku-celcelinta adiga ha kula jiraan, ama fadhi gaaban oo ay ku soo gaadhaan.

   In my Form 2 English class in Mogadishu, some students could not read a full sentence and others were preparing for exams. In the first week I gave a short reading check and put students into three groups. For each lesson I kept one objective, for example writing a short paragraph about their neighbourhood. The first group completed sentences I had started for them, the second wrote five sentences of their own, and the third wrote a full paragraph and checked a partner's work. I spent the first ten minutes of practice with the first group every day. By the end of term most of them could write short sentences alone.

3. 3“Maxay ku kala duwan yihiin qiimeynta socota (formative) iyo qiimeynta gunaanadka (summative)? Sidee mid walba u isticmaashaa?”

   Sababta ay u weydiiyaan: Su'aal farsamo oo leh raad-raac la taaban karo. Waxay rabaan qeexidda hal jumlad, kadibna caddayn inaad waxbarashada hubiso inta casharku socdo, ee ma aha imtixaannada oo keliya.

   Sida looga jawaabo

   • Qiimeynta socota (formative) waxay hubisaa waxbarashada inta ay socoto si aad waxbaridda u beddesho: su'aalo, su'aal dhammaad (exit ticket), sabuurado yaryar, daawashada shaqada kooxaha.
   • Qiimeynta gunaanadka (summative) waxay cabbirtaa waxa la bartay dhammaadka cutub ama xilli: imtixaanno darajo bixiya.
   • Tusaale dhab ah ka bixi mid walba, oo sheeg waxa aad beddeshay natiijada qiimeyn socota awgeed.

   Formative assessment happens during learning and tells me what to change; summative assessment comes at the end and gives a grade. In my maths lessons I finish with three exit questions on small slips of paper. When most students got the question on adding fractions wrong, I started the next lesson with that type again instead of moving on. My summative assessment is the end-of-unit test, which I mark with a scheme and record in the mark book. I need both, but the formative checks are what improve the results.

4. 4“Maalin kasta waxaad saxaysaa 60 buug layli. Sidee u bixisaa jawaab-celin (feedback) waxtar leh?”

   Sababta ay u weydiiyaan: Fasallada waaweyni saxidda way culeeyaan. Guddigu wuxuu rabaa nidaam macquul ah: saxid dhakhso ah oo caddaalad ah oo ardayga u sheegta waxa xiga ee uu sameeyo, ee ma aha calaamad sax ah ama lambar oo keliya.

   Sida looga jawaabo

   • Ku sax qorshe saxid (marking scheme) fudud si isla jawaabtu had iyo jeer isla dhibicda u hesho.
   • Bixi hal meel oo wanaagsan iyo hal tallaabo xigta, ee ha buuxin bog khad cas ah.
   • Waqti badbaadi: shaqada qaar si qoto dheer u sax, qaarna hubin dhakhso ah, isticmaal saxid ardaydu isweydaarsadaan (peer marking) oo leh fure jawaabeed cad, fasalka oo dhanna u sheeg khaladaadka guud.
   • Ardayda ka dhig kuwo feedback-ga ka faa'iideysta: dhowr daqiiqo bilowga casharka xiga ha ku saxaan shaqadooda.

5. 5“Arday ayaa maalin kasta casharkaaga carqaladeeya. Maxaad sameysaa?”

   Sababta ay u weydiiyaan: Waxay hubinayaan inaad deggenaato, edbin togan isticmaasho, sababta raadiso, oo dadka kale soo gasho marka loo baahdo. Haddii aad garaacid ama bahdil sheegto, fursadaadu way dhammaatay.

   Sida looga jawaabo

   • Marka hore ka hortag: xeerar cad oo fasalka lagula heshiiyey, iyo caadooyin joogto ah oo gelitaanka, bilowga shaqada iyo qaybinta buugaagta ah.
   • Tallaabo-tallaabo uga jawaab: eegmo, eray hoose, ardayga meel kale u wareeji, kadib wada hadal gaar ah oo fasalka ka dib ah.
   • Raadi sababta: shaqo aad u adag ama aad u fudud, caajis, dhibaato guriga ka jirta, gaajo.
   • Haddii ay sii socoto waalidka iyo maamulaha soo geli, oo qor waxa aad isku dayday.

   In Grade 8 in Hargeisa I had a boy who talked and joked through my lessons. I moved him to the front and gave him a job handing out the books, but that only helped for a week. After class I asked him quietly what was going on. He said maths was too easy for him but he was lost in English, so he played up in both. I gave him harder extension questions in maths and paired him with a strong reader in English. I also called his father to tell him what was working. After that the disruptions became rare.

6. 6“Waxaad aragtaa macallin kale oo arday dharbaaxaya. Maxaad sameysaa?”

   Sababta ay u weydiiyaan: Ilaalinta carruurtu waxay khusaysaa dadka waaweyn ee dugsiga, ee ma aha qoysaska oo keliya. Guddigu wuxuu rabaa inuu ogaado inaad ilmaha hormariso oo aad marinka saxda ah u gudbiso, xitaa marka ay kugu adag tahay.

   Sida looga jawaabo

   • Haddii aad awoodo, si deggan u jooji waxyeellada isla markaas, oo hubi in ilmuhu fiican yahay.
   • Qor waxa aad aragtay: taariikhda, saacadda, goobta, waxa dhacay iyo cidda joogtay.
   • Isla maalintaas u gudbi qofka loo xilsaaray ilaalinta carruurta ama maamulaha, sida siyaasaddu dhigayso. Haddii maamulaha laftiisu ku lug leeyahay, u gudbi heerka ka sarreeya.
   • Qarsoodi ka dhig, ha baadhin, hana ku horyimaadin macallinka ardayda hortooda.

7. 7“Buuggu waa Ingiriisi, laakiin arday badan waxay ku fikiraan Soomaali. Sidee luqadda ugu maareysaa casharradaada?”

   Sababta ay u weydiiyaan: Fasallo badan waxay isku daraan Soomaali, Ingiriisi iyo Carabi. Waxay hubinayaan inaad maaddada cad ka dhigto, luqadda wax lagu barayo tallaabo-tallaabo u dhisto, oo raacdo siyaasadda luqadda ee dugsiga.

   Sida looga jawaabo

   • Raac luqadda dugsigu wax ku baro, Soomaali si kooban ugu furfur fikrad adag, kadibna ku noqo luqadda wax lagu barayo.
   • Ereyada muhiimka ah bar ka hor mawduuca: shan ilaa siddeed erey oo maaddada ah sabuuradda ku qor, macnahooda iyo isticmaalkoodaba.
   • Ardayda u oggolow inay marka hore jumlado fudud ku jawaabaan, oo sii bilow-jumladeedyo (sentence starters) si ay jawaabo buuxa ugu qoraan luqadda imtixaanka.

   I teach biology in English at a secondary school in Garowe, and many of my Form 1 students find the textbook hard. Before each topic I write the key words on the board, like 'photosynthesis' and 'chlorophyll', and explain them in simple English. If the class is still lost, I give one or two sentences in Somali to make the idea clear, then we go back to English, because the exam is in English. I also give sentence starters such as 'Plants need light because…' so students practise writing full answers.

8. 8“Adigoo ah madaxa waaxda maaddada, sidee u taageeri lahayd macallin ay ardaydiisu si xun u dhacayaan?”

   Sababta ay u weydiiyaan: Xilalka sare guddigu wuxuu hubinayaa hoggaaminta: inaad caddayn isticmaasho, inaad taageerto ka hor intaadan xukumin, oo aad la socoto, intii aad maamulaha u ashtakoon lahayd.

   Sida looga jawaabo

   • Marka hore eeg caddaynta: natiijooyinka, buugaagta layliga, qorshayaasha casharka iyo daawasho cashar oo saaxiibtinimo leh.
   • Macallinka kula heshii laba ama saddex hadaf oo cad, oo u fidi taageero: wada-qorshayn, daawashada macallin kale oo xoog leh, iyo agab la wadaago.
   • Taariikh go'an kula soco, maamulahana soo geli oo keliya haddii horumar la waayo ama ilmo khatar ku jiro.

Tusaalooyinka jawaabaha waa English, luqadda guddiyada badankoodu isticmaalaan. Adigu erayadaada ku sheeg.

Mawduucyada dib u eeg

• Learning objectives (action verbs)Ujeeddadu waxay sheegtaa waxa ardaydu samayn karaan dhammaadka: 'xisaabi bedka saddex-xagalka', ee ma aha 'faham saddex-xagallada'. Guddigu waxaa laga yaabaa inay kaa codsadaan inaad dib u qorto ujeeddo daciif ah. Isticmaal falal la arki karo: tax, xisaabi, sharax, isbarbar dhig.
• Bloom's taxonomyJaranjarada xirfadaha fikirka: xusuuso, faham, dabaq, falanqee, qiimee, abuur. Casharrada iyo imtixaannada wanaagsani waxay leeyihiin su'aalo ka sarreeya 'xusuuso'. Waxaa laga yaabaa in lagu weydiiyo inaad isla mawduuca ka qorto hal su'aal fudud iyo mid ka adag.
• Scheme of workQorshaha xilli ama sannad dhan: mawduucyada manhajka, toddobaadka ay ku beegan yihiin, agabka iyo imtixaannada. Keen mid haddii aad hayso; maamulayaashu waxay jecel yihiin inay arkaan inaad horay wax u qorsheyso.
• Lesson structure: starter, main, plenaryQorshayaasha casharrada badankoodu qaabkan ayay raacaan: bilow gaaban (starter) oo ku xidha waxa ardaydu yaqaanniin, waxbaridda iyo ku-celcelinta (main), iyo gunaanad (plenary) dhammaadka lagu hubiyo laguna soo koobo. Ereyada garo; guddiyada iyo kormeerayaashu way isticmaalaan.
• DifferentiationQorshayn si ardayda heerarka kala duwan dhammaantood wax u bartaan: hawlo heerar kala duwan ah, taageero dheeraad ah, habab kala duwan oo waxbarashada lagu muujiyo, iyo shaqo dheeraad ah oo kuwa ugu dhakhsaha badan loogu talagalay. Had iyo jeer bixi tusaale fasal, ha ku ekaan qeexid.
• Formative vs summative assessmentFormative: hubinno inta waxbarashadu socoto oo beddela waxbaridda (su'aalo, su'aal dhammaad, sabuurado yaryar). Summative: imtixaanno dhammaadka cutub ama xilli oo darajo bixiya. Filo in lagu weydiiyo inaad labadaba qeexdo oo mid walba tusaale u bixiso.
• Marking scheme and mark bookMarking scheme-ku wuxuu taxaa jawaabta iyo dhibcaha tallaabo kasta si saxiddu caddaalad u noqoto. Mark book-guna wuxuu diiwaan geliyaa dhibcaha arday kasta xilliga oo dhan. Imtixaanka qoraalka ah waxaa laga yaabaa in lagu siiyo warqad arday si aad u saxdo.
• Positive disciplineMaareynta dhaqanka adigoon garaacin ama bahdilin: xeerar cad, caadooyin joogto ah, ammaanta dhaqanka wanaagsan, cawaaqib caddaalad ah, iyo la hadalka ardayga iyo waalidka. U diyaar garow inaad tallaabo-tallaabo u sharaxdo waxa aad sameyso.
• Child protection and safeguardingXeerar carruurta ka ilaaliya waxyeellada qof kasta, oo ay ku jiraan shaqaalaha dugsiga. Garo xeerka anshaxa, qofka loo xilsaaray, iyo tallaabooyinka: dhageyso, ha ballanqaadin qarsoodi, qor, isla maalintaas gudbi, oo qarsoodi ka dhig.
• Parent communication and the CECLa xiriir joogto ah oo goor hore ah oo waalidiinta: war wanaagsan iyo dhibaatooyinba, shirar waalidiin, booqasho guri oo macallin kale lagu wehliyo. Guddiga Waxbarashada Bulshada (CEC) wuxuu ka caawiyaa xaadirinta, lacagta dugsiga iyo ammaanka. Guddiyadu waxay weydiiyaan sida aad ula dhaqmi lahayd waalid walwalsan ama cadhaysan.
• Language of instructionLuqadda dugsigu wax ku baro: Soomaali, Ingiriisi ama Carabi, iyadoo ku xidhan dugsiga iyo heerka. Garo siyaasadda dugsiga, sida aad u barto ereyada maaddada, iyo goorta sharraxaad gaaban oo Soomaali ahi wax tarto.

Hawlaha la sameeyo ee laga yaabo in lagu siiyo

1. 1Cashar tusaale ah oo 10–20 daqiiqo ah oo guddiga ama fasal dhab ah loo dhigo. Horay u weydii mawduuca, fasalka, waqtiga iyo luqadda wax lagu barayo. Keen qorshe hal bog ah oo ujeeddadu kor ku qoran tahay, hal agab waxbarid oo fudud iyo hubin dhammaad. Saacad ku celceli, oo horay u go'aami waxa aad ka saari lahayd haddii waqtigu ku yaraado.
2. 2Imtixaan qoraal ah oo ku saabsan maaddadaada iyo hababka waxbaridda, badanaa 45–60 daqiiqo. Dib u eeg waxa manhajku ka kooban yahay fasallada aad dhigi doonto, oo ku celceli jawaabo gaaban oo ku saabsan ujeeddooyinka, qiimeynta, waxbaridda kala-heerka ah iyo ilaalinta carruurta.
3. 3Qorshe cashar oo goobta lagu qoro: waxaa lagu siinayaa mawduuc iyo 20–30 daqiiqo. Isticmaal qaab go'an oo aad horay ugu celcelisay: ujeeddo, agab, bilow, hawsha dhexe iyo waqtiyadeeda, kala-heerin, qiimeyn, shaqo guri.
4. 4Sax warqad tusaale ah: guddigu wuxuu ku siinayaa jawaabta arday, wuxuuna kaa codsanayaa inaad saxdo oo feedback qorto. Ku sax qorshe saxid, qor hal meel oo wanaagsan iyo hal tallaabo xigta, oo darajadaada hal jumlad ku sharax.

Khaladaadka ka fogow

• Inaad ujeeddooyinka u qorto mawduucyo ('jajabyada') ama falal aan la hubin karin ('faham', 'ogow').
• Inaad casharka tusaalaha ah oo dhan hadasho adigoon lahayn su'aal, hawl ama hubin dhammaad.
• Inaad tidhaahdo 'ardayda daciifka ah dareen dheeraad ah ayaan siiyaa' adigoon sheegin sida, goorta, ama waxa ay sameeyaan.
• Inaad edbin ahaan u sheegto garaacid, bahdil, ama in ardayda dibadda qorraxda lagu taago.
• Inaad ballanqaaddo inaad qarsan doonto waxa ilmuhu kuu sheegay, ama aad isku daydo inaad adigu kiiska baadho.
• Inaad casharka tusaalaha ah ku dhigto luqad aan dugsigu isticmaalin, maxaa yeelay horay uma aadan weydiin.

Hubin degdeg ah

5 su'aalood. Mid kasta ka jawaab si aad u aragto sharaxaadda.