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here is the content of this padlet.

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lesson plan 1, before revising.

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Main Strengths

S.M.A.R.T. Lesson Outcomes: The objectives are relevant and measurable, with time constraints included (e.g., completing a task in 3 or 6 minutes).

Engaging and Creative Resources: Using items like Coca-Cola and Mentos, cardboard cylinders, dice, and costumes for role-play (Batman) is innovative and age-appropriate. These materials effectively support learning through play and hands-on exploration.

Activities to Facilitate Engagement: Each stage includes fun and meaningful activities like object searches, balancing games, and imaginative missions, which are likely to keep students actively involved and excited.

Differentiated, Integrated, Hands-on and Minds-on Activities:

The three-tiered worksheet tasks at the Evaluate stage show good differentiation.

Activities combine physical movement, counting, role-play, and storytelling, supporting different learning styles and integrating language, math, and creativity.

The Batman challenge is a strong “stretch and challenge” activity that promotes higher-order thinking and problem-solving in a fun way.

Assessment for Learning: AfL strategies such as questioning, observation, and timed tasks are used effectively throughout the stages to check understanding and monitor progress.

Key Areas for Improvement

Detail the Teacher’s Script and Student Interaction: Include more specific information on what you will say to introduce each activity and how students should respond. Write down example questions you’ll ask and the type of answers or actions you expect.

Clarify Transitions: Explain how you will move from one activity or stage to the next to ensure lesson flow. For instance, how will you shift from the experiment to the group work?

Refine Learning Objectives: While mostly measurable, some could be clearer. For example, specify what is meant by “accurately” (e.g., “Count 1 to 10 objects with no more than one mistake”).

Manage Differentiation: Clearly state how you will assign students to the high, middle, and low levels in the evaluation phase. Will this be based on observation, prior knowledge, or group choice?

Plenary Reflection: Add a quick verbal or visual reflection to wrap up the lesson—ask, for example, “What did you learn about counting and subtracting today?” or use smiley face cards for self-assessment.

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Assessment 2 - written assessment

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integrated lesson plan after revising.

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This presentation incorporates all components of the lesson plan, with the timer and counting-by-tens videos converted into QR codes to enhance accessibility and interaction.

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Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education.

Bredekamp, S. (2014). Effective Practices in Early Childhood Education: Building a Foundation. Pearson.

Dewey, J. (1938). Experience and Education. Macmillan.

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.

NAEYC. (2020). Position Statement: Developmentally Appropriate Practice. www.naeyc.org

Piaget, J. (1973). To Understand Is to Invent: The Future of Education. Grossman.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

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Main Strengths

S.M.A.R.T. Lesson Outcomes:
The lesson objectives are specific, measurable, and time-bound, helping guide student learning and allowing for clear assessment. For example, time-based tasks such as completing challenges within 3 or 6 minutes provide structure and urgency to promote focus and engagement.

Engaging and Real-World Activities:
The inclusion of familiar and exciting elements like the Batman character and the Coca-Cola and Mentos experiment creates a highly engaging environment. These real-world connections spark curiosity, keep learners motivated, and support meaningful learning through context they relate to.

Variety of Activities to Maintain Focus:
A diverse range of activities—physical games, challenges, and role-playing—ensures that students remain active and focused. The balance between movement and thinking supports sustained engagement and helps cater to different learning styles.

Differentiated, Integrated, Hands-on and Minds-on Learning:
The integration of English with math (e.g., writing short sentences to solve problems) enriches the learning experience and promotes interdisciplinary thinking. The variety of learning modes—kinesthetic, visual, and verbal—ensures all learners can connect with the content in their own way.

Key Areas for Improvement

Maximize Whole-Class Engagement During Group Tasks:
Some activities, like the balancing and collecting game, only involve a few students at a time. To keep all students engaged, consider assigning specific roles to those who are not actively participating, such as counting the balls or acting as referees to monitor fairness. This approach keeps the entire class involved and reduces idle time.

Provide Clear Participation Guidelines:
To ensure smoother facilitation, give students clear instructions on their roles during each activity. This includes explaining what observers should do while others are participating, which will support classroom management and keep all learners involved.

Add a Simple Plenary Reflection:
Including a brief verbal or visual reflection at the end of the lesson would help consolidate learning. For instance, ask students, “What did you enjoy or learn today?” or use smiley face self-assessment cards to quickly gauge their understanding and feelings about the lesson.

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Introduction to the Online Discussion Board

Welcome to my integrated math lesson plan discussion board! This space is dedicated to documenting my work as I develop, implement, and refine an engaging early childhood math lesson. Here, I'll present my integrated lesson plan that focuses on developmentally appropriate practices, differentiation, and hands-on activities to enhance student learning.

Throughout the board, you'll find sections for my initial lesson plan, feedback from my mentor school teacher (MST) and peers, and my responses and adjustments based on their insights. Each component has been thoughtfully designed and evaluated with SMART outcomes, necessary resources, engaging activities, and effective assessment strategies.

Please explore the various sections to understand my process, the rationale behind my choices, and how I aim to provide a meaningful learning experience for young children. Your engagement and feedback are invaluable as I work to refine my practice and support student success in mathematics. Thank you for being a part of this journey!

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MCT Feedback Changes:

Refined Learning Objectives:

Objectives were made more specific and measurable. For example, “Count objects from 1 to 10 with 80% accuracy” was changed to “ recognize and count numbers in increments of ten (10, 20, 30, ..., 60).”

Clarified Transitions:

Provided clearer explanations of how to shift from one activity or phase to the next for a smoother flow. For instance, following the engagement activity, the teacher will provide a simple explanation of the topic, ensuring the learning remains student-centered.

Manage Differentiation:

Clarified how students will be assigned to the high, middle, and low levels during the evaluation phase, possibly based on observation or prior knowledge.

Plenary Reflection:

Students will simply do a thumbs-up if they liked the lesson and why, mid mid-thumbs if they liked some parts and why, and finally, if they don’t like the lesson at all, a thumbs-down and why as well.

Peer Feedback Changes:

Maximized Whole-Class Engagement:

Revised activities, such as the balancing game, to include roles for all students, like counting or monitoring fairness, to keep everyone engaged.

Provided Clear Participation Guidelines:

Added instructions for students not currently participating to have specific roles or tasks to maintain engagement and manage classroom dynamics. This involves observing students during specific activities to identify those who may be cheating or clapping to encourage others, to support and motivate them appropriately.

Enhanced Engagement Strategies:

Emphasized varying activities to maintain student interest and ensure sustained engagement throughout the lesson.

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In future lessons, I would consider integrating more elements of UAE traditions and culture to make the activities more meaningful and relatable for the students. Additionally, during the balancing activity, I would provide each student with a worksheet or paper to record and add the numbers from the balls they collect. I would consider integrating more elements of UAE traditions and culture in future lessons, ich would strengthen their written math skills.

For the Batman mission activity, I would plan to reorganize the classroom layout to create more space for movement, ensuring students can complete their tasks safely and freely. Lastly, I would set a timer or alarm for each stage of the lesson to better manage the time and ensure a smooth and balanced flow from one activity to another.

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In the next class, I plan to focus more on managing the classroom environment effectively. While I was able to keep the students engaged to some extent, the overall flow felt a bit chaotic at times. I realized that my classroom management strategies worked temporarily, but they weren't consistent throughout the entire lesson. Moving forward, I want to implement clearer routines and transitions so that students stay focused and organized, which will help create a more structured and calm learning experience for everyone.

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This Padlet presents a creatively designed and developmentally appropriate integrated math lesson for Grade 1, focusing on counting and adding in tens. The lesson blends storytelling, hands-on activities, and role play to keep students engaged while meeting learning outcomes. Feedback from mentors and peers was used to enhance timing, transitions, and student participation. The final plan reflects planning, effective differentiation, and strong integration across subjects, demonstrating how playful, meaningful learning can build foundational math skills in early childhood.

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Rationale:

1. Are the teaching strategies appropriate to achieve the learning outcomes?
This revised Grade 1 math lesson plan focuses on counting and adding in tens using creative, hands-on, and engaging strategies that directly support the outlined S.M.A.R.T. learning outcomes. The implemented teaching practices are developmentally appropriate and student-centered, ensuring learners are actively involved in constructing their understanding through real-life, thematic experiences (Tomlinson, 2014; NAEYC, 2020).

2. How are the three activities developmentally appropriate, differentiated, integrated, and hands-on/minds-on?
The three primary activities, group search, balancing, and collecting, and Batman’s mission are all developmentally appropriate. They support kinesthetic learning and encourage students to work together while reinforcing number patterns and addition through repetition and visual cues. Differentiation is evident in the evaluation stage, where tasks are tailored for three ability levels (high, middle, and low), enabling every child to succeed based on their readiness. This aligns with NAEYC’s (2020) position that young children benefit from activities that consider individual needs, interests, and learning styles. Integration is also present through the inclusion of English vocabulary, science in the Mentos experiment, and social collaboration, making the activities hands-on and minds-on (Bredekamp, 2014).

3. How does the stretch and challenge activity promote deeper learning?
The stretch and challenge activity, “Batman’s Mission,” deepens learning by requiring students to apply their counting knowledge in a fast-paced, imaginative scenario. By dressing as Batman, rolling dice, counting steps, and building with blocks, students engage in higher-order thinking and time management. Dewey (1938) emphasizes the power of experiential learning and making content personally meaningful. This challenge does exactly that—by connecting mathematical thinking with a superhero theme, it motivates students while building confidence and autonomy (Kolb, 1984).

4. How do the activities support the achievement of the lesson outcomes?
To support the learning outcomes, each activity was intentionally designed to combine movement, imagination, and collaboration. The strategies used—such as the Mentos and Coca-Cola counting experiment, the Batman-themed mission, and the group object search—are not only engaging but also aligned with how young learners process information. According to Piaget (1973), children at this age benefit most from concrete, sensory-rich experiences that allow them to explore mathematical concepts through manipulation and play. These activities reinforce counting by tens and simple addition, ensuring the objectives are met through repeated exposure and participation.

5. How are the assessment strategies appropriate?
The chosen assessment strategies—questioning, observation, and differentiated worksheets—are appropriate for assessing early learners. These strategies provide immediate insight into student understanding and allow the teacher to adjust instruction in real time. Additionally, the use of reflection through emoji/thumbs-up ratings encourages students to self-assess in an age-appropriate way. As noted by Black and Wiliam (1998), formative assessment improves learning outcomes when it actively involves the learner. Furthermore, Vygotsky (1978) supports the idea that formative assessment and scaffolded support within the Zone of Proximal Development enhance learning progression.

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engaging activity1

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Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education.

Bredekamp, S. (2014). Effective Practices in Early Childhood Education: Building a Foundation. Pearson.

Dewey, J. (1938). Experience and Education. Macmillan.

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.

NAEYC. (2020). Position Statement: Developmentally Appropriate Practice. www.naeyc.org

Piaget, J. (1973). To Understand Is to Invent: The Future of Education. Grossman.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.