# data[].attributes.body
7. Implementation

a. Implement the Integrated Lesson Plan in Your Teaching Practicum School

The integrated math lesson plan on geometric shapes was successfully implemented in my teaching practicum school with a group of early childhood learners aged 4-5 years. The lesson began with an introduction to the basic geometric shapes: circle, square, triangle, and rectangle. I used shape flashcards to introduce the shapes and real-world examples to help students relate to the content. The lesson followed a sequence of three hands-on, minds-on activities to ensure active participation from all students. The students were encouraged to explore and identify shapes in the classroom environment, draw the shapes, and engage in a challenging puzzle activity where they combined shapes to form new ones.

Throughout the lesson, I ensured to provide clear instructions and ample support for students who needed additional help with shape identification. The Shape Hunt activity allowed students to interact with their surroundings, making the lesson relevant and engaging. The Shape Drawing Challenge gave students a chance to demonstrate their understanding creatively. Finally, the lesson concluded with a Shape Sorting Review in the plenary session, where students reviewed and shared their understanding of the shapes.

b. Your Lesson Will Be Observed by MST or MCT, or Both

The lesson was observed by my MST (Mentor School Teacher), who provided constructive feedback on the lesson’s structure, engagement, and the students' level of understanding. During the observation, my MST noted that the students were highly engaged in the Shape Hunt and appreciated the hands-on approach that kept the students moving and exploring the shapes in real-world contexts. The observation focused on my ability to keep the students involved throughout the lesson, manage classroom dynamics, and provide individual support where necessary.

My MCT (Mentor College Teacher) also observed the lesson, focusing on my use of assessment strategies, such as the Thumbs Up/Thumbs Down method and the interactive Shape Identification Game. The feedback from both mentors was positive, with suggestions for further differentiating activities for students who may need additional challenges or support in certain areas.

c. Take Pictures of the Activities During Introduction and Discussion of the Lesson, 3 Main Activities, 1 Stretch and Challenge Activity, Plenary, Student Work Samples, Observation Notes, and Other Assessment for Learning Tools

While I did not capture photos during the lesson, here are the brief descriptions of the activities and tools that were used:

Introduction and Discussion:
At the start of the lesson, I introduced the shapes using shape flashcards and real-world objects. I explained the properties of each shape (e.g., number of sides and angles). Students actively participated by naming shapes from the real-world examples presented. During the introduction, I assessed students’ initial understanding by asking, “Can anyone point to something that’s shaped like a circle?” This helped set the context for the lesson and gauge prior knowledge.

Activity 1 – Shape Sorting and Matching:
Students were given a set of shape cut-outs (circle, square, triangle, and rectangle) and were asked to sort them into categories. They then matched each shape with an object in the classroom (e.g., the window for rectangles). I observed students’ participation and provided immediate verbal feedback when necessary. For example, I encouraged students who struggled with shape recognition by asking, “Can you think of something else in the room that might be a square?”

Activity 2 – Shape Hunt Around the Classroom:
The Shape Hunt activity took students around the classroom to identify shapes in everyday objects, such as books, doors, and windows. I circulated among the students, providing support to those who needed it. Students raised their hands when they found a shape and were encouraged to share their observations aloud. This activity helped students see the relevance of shapes in the real world.

Activity 3 – Shape Drawing Challenge:
In this activity, students drew the shapes on their whiteboards. I encouraged them to describe the shapes they were drawing, focusing on properties such as corners, sides, and angles. This allowed me to assess students’ comprehension of the shapes in real time. Students who completed the task quickly were asked to combine shapes (e.g., drawing a house made from a square and triangle).

Stretch and Challenge Activity – Shape Puzzle Challenge:
For students who needed additional challenges, I provided shape puzzle pieces. These students were tasked with creating new shapes by combining squares and triangles. They were asked to explain their creations, which pushed them to think critically about how shapes fit together. This activity allowed students to deepen their understanding of shape relationships and fostered problem-solving skills.

Plenary – Shape Sorting Review:
The lesson concluded with a Shape Sorting Review where students shared their drawings and pointed to shapes they recognized. I used the Thumbs Up/Thumbs Down strategy to assess understanding, asking students to give a thumbs up if they could identify the shape correctly or a thumbs down if they needed help. This helped me gauge overall comprehension and identify students who may need further support.

Student Work Samples:
Students’ drawings of shapes on their whiteboards were collected as work samples. These drawings demonstrated their ability to identify and reproduce shapes. Additionally, some students created simple shapes using puzzle pieces during the Stretch and Challenge Activity, which were also collected to showcase their learning.

Observation Notes:
During the lesson, my MST and MCT provided observation notes that focused on student engagement, understanding, and the effectiveness of the activities. They noted that students were highly engaged during the Shape Hunt and Shape Sorting activities and praised the interactive nature of the Shape Drawing Challenge and Shape Puzzle Challenge.

Assessment for Learning Tools:
I used Thumbs Up/Thumbs Down for quick feedback during the plenary, and verbal questioning throughout the lesson to assess understanding. Additionally, the Interactive Shape Identification Game at the end of the lesson helped reinforce shape recognition and provided real-time feedback on student performance.

# data[].attributes.body
revised lesson plan

Component

Revised Details

Lesson Title

Exploring Shapes and Their Properties

Grade Level

Early Childhood (Ages 4-5)

Duration

30 minutes

Subject Area

Mathematics (Geometric Shapes)

Teacher

Date

S.M.A.R.T. Lesson Outcomes

1. Recognize, identify, and describe basic geometric shapes: circle, square, triangle, rectangle.

2. Correctly identify and describe at least 3 out of 4 shapes in various contexts (objects, drawings, cutouts).

3. Achieve the learning outcome by the end of the 30-minute lesson.

4. Shapes are relevant to everyday objects (e.g., in books, toys, windows, etc.).

5. Complete the lesson within the 30-minute timeframe.

Resources Needed

- Shape Cut-outs (circle, square, triangle, rectangle) – physical manipulatives to reinforce shape recognition through tactile engagement.

- Shape Flashcards – for visual identification and matching of shapes to real-world examples.

- Whiteboard and Markers – to engage students in drawing and identifying shapes during the activities and plenary.

- Interactive Shape Identification Game (digital resource) – for a quick, engaging assessment and reinforcement.

- 3D Shape Models (optional) – toy blocks or 3D shape models to support kinesthetic learners through tactile experiences.

- Chart Paper – for documenting and drawing shapes, displaying student responses and reflections.

- Worksheets – shape-matching activities to help students reinforce their shape knowledge individually.

- Shape Puzzle Pieces – for the Stretch and Challenge activity, enabling advanced learners to combine shapes and create new ones.

Activities to Facilitate Engagement

Activity 1: Shape Sorting and Matching (10 minutes): Students work in pairs or small groups to sort shape cut-outs into categories (circle, square, triangle, rectangle) and match them with real-life objects (e.g., clock for circle, book for square). Differentiation: For beginners, fewer shapes will be used, while advanced students will be given irregular shapes to categorize.

Activity 2: Shape Hunt Around the Classroom (10 minutes): Students search for shapes in real-world objects around the classroom and name them. Differentiation: Students who need support will be guided toward easily identifiable shapes (e.g., windows for rectangles), while advanced students will be encouraged to find less obvious shapes.

Activity 3: Shape Drawing Challenge (5 minutes): Students will draw the shapes they’ve learned on whiteboards and share them with the class. Differentiation: Struggling students will trace shapes, while advanced students will be asked to combine shapes (e.g., triangle and square to form a house).

Stretch and Challenge Activity: Shape Puzzle Challenge (5 minutes): Advanced learners will be given puzzle pieces (squares, triangles) to create new shapes. Students will be encouraged to explain how many shapes they used and what new shape they created (e.g., a house). Extension: Students who finish early can create multiple new shapes or try to combine all the pieces into one complex form.

Engaging Plenary

Shape Sorting Review (5 minutes): The plenary will now include 5 extra minutes for students to share their drawings, explain what shapes they recognized, and reflect on their learning. Students will point to or name shapes while I provide verbal feedback and reinforce learning.

Assessment for Learning Strategies

Thumbs Up/Thumbs Down: During the plenary, students will use Thumbs Up/Thumbs Down to indicate whether they can identify shapes. If students give a thumbs down, additional support will be provided immediately.

Verbal Feedback: Throughout the lesson, I will provide verbal feedback as students work on the activities. I will encourage them by asking questions like, "What shape is this?" or "Can you describe this shape's properties?"

Observation: I will circulate during activities to observe students' understanding. This will help identify any misconceptions or difficulties that need to be addressed.

Interactive Game: An interactive digital quiz or game will be used to assess students' shape identification. This game will provide immediate feedback and reinforce the material learned in a fun and engaging way.

Lesson Plan Upload

Once completed, I will upload the Revised Integrated Math Lesson Plan under the "Revised Integrated Lesson Plan" section on the discussion board. This revised lesson plan incorporates feedback to better differentiate for students’ varying levels of understanding, provides additional resources and interactive elements, and adjusts the plenary and assessment strategies for a more effective and engaging learning experience.

# data[].attributes.body
Response and Action from the Feedback

S.M.A.R.T. Lesson Outcomes

In response to the feedback, I have revised the S.M.A.R.T. learning outcomes to make them more specific and measurable. While the original outcomes were clear, I have now included an additional element where students will not only identify shapes but also describe their properties (e.g., “Students will describe the number of sides and corners of a square”). This enhancement aims to deepen their understanding and move beyond basic recognition. Additionally, the outcomes have been aligned with the activities to ensure that the lesson’s goals are clear and achievable by the end of the 30-minute lesson.

Resources Needed

Based on feedback, I have decided to expand the range of resources needed for the lesson. In addition to the shape cut-outs and 3D models, I will incorporate interactive digital tools like a shape identification game or an app that reinforces the learning of shapes. This will cater to visual and auditory learners and allow for more diverse engagement with the material. The addition of digital tools will also provide immediate feedback and give students a dynamic learning experience. I will also include large printed shape posters for students who may benefit from visual reinforcement throughout the lesson.

Activities to Facilitate Engagement During Lesson Discussion

In response to both MST and peer feedback, I have adjusted the activities to enhance engagement further. The Shape Sorting and Matching activity will now include a peer-teaching component. Students will be paired up to explain why they categorized each shape in a particular way, allowing them to reinforce their understanding by teaching their peers. This also fosters cooperative learning and increases student interaction. For the Shape Hunt activity, I will introduce an element of collaborative exploration, where students work together in pairs to identify shapes around the classroom and share their findings. This peer collaboration will boost student engagement and support social learning.

Developmentally-Appropriate, Differentiated, Integrated, and Hands-On Minds-On Math Activities

The activities have been further refined to ensure they are developmentally-appropriate and differentiated. The Shape Sorting and Matching activity will include a variety of shapes, with simpler ones like circles and squares for beginners, while introducing irregular shapes such as pentagons or ovals for advanced learners. Additionally, the Shape Drawing Challenge will now allow students to trace shapes for easier recognition, while more advanced students will be asked to combine shapes into new forms (e.g., creating a house using a triangle and square). The Stretch and Challenge Activity will also involve a puzzle activity where advanced students will be tasked with creating new shapes by combining several pieces, promoting critical thinking and problem-solving skills. These adjustments will ensure that all students, regardless of their learning level, are appropriately challenged and engaged.

Engaging Plenary

In response to the feedback regarding the plenary, I have extended the time for the Shape Sorting Review by an additional 5 minutes to allow more time for students to share their work and for me to assess their understanding. During this extended plenary, I will encourage students to explain how they identified shapes in their drawings or in the classroom environment, promoting both reflective thinking and verbal expression of their knowledge. This interactive element will also provide an opportunity for me to clarify any misconceptions before concluding the lesson.

Assessment for Learning Strategies

Based on the feedback received, I have added more detailed assessment for learning strategies to the lesson plan. While the Thumbs Up/Thumbs Down method remains an effective formative assessment tool, I have also included a self-assessment component where students will check off which shapes they can identify and describe on a simple checklist. This will encourage students to take ownership of their learning. Additionally, I will integrate a mini-quiz after the activities, where students will answer questions about the shapes they learned, either verbally or using a digital tool. This will provide immediate feedback and allow me to assess their understanding in a fun and engaging way. The interactive game will also serve as an ongoing assessment, where students will be challenged to identify shapes quickly and accurately.

These revisions and actions aim to improve the lesson plan based on the valuable feedback provided by both the MST and my peer. The enhancements made will foster a more engaging and effective learning environment for all students, while also ensuring that the lesson objectives are met.

# data[].attributes.body
peer feedback

Areas for Improvement

While the activities are well-designed, they could benefit from further differentiation for students who may need additional support. For example, offering more concrete visual aids or simpler shapes at the beginning of the lesson would help students who are still mastering the basics of shape recognition. Similarly, for more advanced learners, adding an element of critical thinking, such as asking them to combine different shapes to create a new figure, would extend their learning further.

The assessment strategies, while solid, could be enhanced by including self-assessment opportunities for students. For instance, a simple chart where students can check off which shapes they can identify would encourage them to take ownership of their learning and reflect on their progress. Additionally, incorporating formative assessments, such as a mini quiz or short verbal reflection at the end of each activity, would provide valuable insights into each student's individual understanding of the lesson.

Finally, while the plenary activity is effective, it could benefit from a group discussion where students reflect on what they learned, share their experiences, and discuss the shapes they see in their everyday environment. This would allow for more peer interaction and deeper engagement with the content.

# data[].attributes.body
Peer Feedback

Strengths

The S.M.A.R.T. learning outcomes in the lesson plan are well-defined and appropriately tailored for early childhood learners. The outcomes clearly state what students should know by the end of the lesson and are both realistic and achievable. The activities incorporated in the lesson are engaging, varied, and cater to a range of learning styles, ensuring that each student has the opportunity to participate meaningfully. The Shape Sorting and Matching activity allows for collaborative learning, while the Shape Hunt connects the lesson to real-life examples, which helps make abstract concepts more tangible for young children.

The lesson plan also does an excellent job of providing differentiation for students of varying abilities. The Shape Drawing Challenge gives students an opportunity to showcase their understanding in a creative way, and the Stretch and Challenge Activity is a great way to push more advanced learners to think critically about shapes and their properties. The engaging plenary provides a fun and interactive way to close the lesson, reinforcing the key concepts learned during the session.

The assessment for learning strategies are well thought out. The Thumbs Up/Thumbs Down technique offers immediate feedback, allowing the teacher to identify areas where students may need further support. Additionally, the verbal feedback throughout the lesson helps to build confidence and provides ongoing learning opportunities for students. The interactive quiz or game at the end of the lesson is a great tool to assess understanding in a dynamic and engaging way.

# data[].attributes.body
MST FEEDBACK

Areas for Improvement

While the learning outcomes are clear, they could benefit from a more specific focus on students demonstrating their understanding in more detail. For example, the outcomes could include a focus on students being able to describe the properties of the shapes (e.g., "students will describe the number of sides of a square"), which would deepen their understanding beyond simple identification.

In terms of resources, although the use of shape cut-outs and 3D models is effective, adding more variety, such as using digital tools or apps for interactive shape identification, could further engage the students and cater to different learning preferences. For instance, using a shape identification game on an interactive board would provide instant feedback and keep the students actively engaged.

The activities are well-structured but could include a peer-teaching element. During the Shape Sorting and Matching activity, students could work in pairs and explain their sorting choices to each other, reinforcing their learning through peer interaction. Additionally, for students who might need extra help, offering more visual supports, such as pre-drawn shapes or simple shape posters, would ensure that all students can fully participate and understand the lesson.

Finally, the assessment strategies are generally strong, but adding a formal assessment tool, such as a simple quiz or verbal reflection, would better capture each student’s understanding of the lesson. This would also help in assessing more subtle learning outcomes, like students’ ability to describe shapes or explain their properties.

# data[].attributes.body
MST FEEDBACK

Strengths

The lesson plan demonstrates clear and well-defined S.M.A.R.T. learning outcomes that are specific, measurable, achievable, relevant, and time-bound. These outcomes are suitable for early childhood learners and focus on important foundational concepts, such as recognizing and identifying basic shapes. This helps students develop a strong mathematical foundation early on. The resources provided, such as shape cut-outs and 3D models, are practical and engaging, supporting kinesthetic and visual learners. The hands-on approach encourages active participation, which is critical in early childhood education.

The activities designed for the lesson are engaging and varied, making them effective for maintaining student interest. The Shape Sorting and Matching activity allows students to work together to categorize shapes, fostering collaboration, while the Shape Hunt encourages real-world application of the lesson. These activities are developmentally appropriate and foster both individual and group learning experiences. The Stretch and Challenge Activity, which involves creating complex shapes with puzzle pieces, ensures that advanced learners are appropriately challenged. The plenary activity is engaging, as it offers students a chance to demonstrate what they’ve learned in a fun and interactive way, reinforcing the key points of the lesson.

The assessment for learning strategies are well thought out. The Thumbs Up/Thumbs Down method allows for quick feedback during the plenary, giving a clear picture of student understanding. Verbal feedback during activities, along with the use of an interactive game at the end of the lesson, provides a dynamic way to assess students’ grasp of the material.

# data[].attributes.body
Component

Details

Lesson Title

Exploring Shapes and Their Properties

Grade Level

Early Childhood (Ages 4-5)

Duration

30 minutes

Subject Area

Mathematics (Geometric Shapes)

Teacher

Date

S.M.A.R.T. Lesson Outcomes

1. Recognize and identify basic geometric shapes: circle, square, triangle, and rectangle.

2. Correctly identify at least 3 out of 4 shapes presented in various contexts (objects, drawings, cutouts).

3. Achieve the learning outcome by the end of the 30-minute lesson.

4. Shapes are relevant to everyday objects (e.g., in books, toys, and household objects).

5. Complete the lesson within the 30-minute timeframe.

Resources Needed

- Shape Cut-outs (circle, square, triangle, rectangle)

- Shape flashcards

- Whiteboard and markers

- Interactive Shape Identification Game (digital resource)

- 3D Shape Models (optional)

- Chart Paper

- Worksheets (shape-matching activities)

- Shape Puzzle Pieces (for stretch activity)

Activities to Facilitate Engagement

Activity 1 – Shape Sorting and Matching (10 minutes): Students sort shape cut-outs into categories and match them with real-life objects.

Differentiation: Support students with fewer shapes, extend with more complex shapes for advanced learners.

Activity 2 – Shape Hunt Around the Classroom (10 minutes): Students find shapes in real-world objects around the classroom and name them.

Differentiation: Provide hints for struggling students; challenge advanced students to find less obvious shapes.

Activity 3 – Shape Drawing Challenge (5 minutes): Students draw shapes on whiteboards and share them with the class.

Differentiation: Allow tracing for younger learners or combining shapes for advanced students.

Stretch and Challenge Activity – Shape Puzzle Challenge (5 minutes): Students use shape puzzle pieces to create complex shapes and explain their composition.

Engaging Plenary

Shape Sorting Review (5 minutes): A brief review where students point to or name the shapes they've learned, reinforcing the lesson's key points.

Assessment for Learning Strategies

Thumbs Up/Thumbs Down: Quick feedback during plenary to assess understanding.

Verbal Feedback: Ongoing verbal feedback during activities to check comprehension.

Observation: Continuous observation during the activities to monitor participation and understanding.

Interactive Game: Use of a digital game or quiz to assess shape recognition and provide immediate feedback.

# data[].attributes.body
My school bag has so many rectangles! The front pocket, side pockets, and even my books inside are rectangular. I think it's cool how these shapes fit together perfectly to carry all my important things for learning.