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Strengths of the lesson plan:

Diversification of activities: The use of songs, practical counting with shells, jumping to the number 10, and writing exercises are all excellent elements that integrate sensory and kinesthetic learning.

High engagement: The children were clearly engaged, especially during the jumping activities and participating in answering questions on the screen.

Use of technology: The presence of a PowerPoint presentation for asking questions and a smart screen for writing the number 10 contributed to improving the children's understanding of the lesson in a modern way.

Gradual assessment: The worksheets included several tasks that reinforced the understanding of the number 10 in a variety of ways, allowing for accurate assessment of the children's understanding.

Continuous motivation: The songs and movement made the lesson engaging and encouraged the children to participate without hesitation.

2. Points that need improvement:

First, writing the lesson plan: You should write the plan and add more detail to it. I think that if I were to take, for example, a lesson plan to implement with the children, I would face difficulty in determining what my role as a teacher is and what the children should do. I would prefer it if you wrote it out in detail.

Time Management: Some activities, such as answering questions on PowerPoint, took longer than expected, reducing the time available for concluding activities.

Enhancing Integration: Some activities could be more clearly linked, such as having children use shells while jumping on the number 10.

Adding a Challenge for Talented Students: An additional activity could be included for children who quickly grasped the number 10, such as arranging the numbers from 1 to 10 in a table on a smart screen.

Increasing Visual Reinforcement: Adding pictures or cards of the number 10 in different areas of the classroom can help children connect the number to the real world.

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Strengths of the Lesson Plan:

Variety and Creativity: The activities were fun and helped children understand the number 10 in an unconventional way.

Effective Engagement of Children: The teaching style was active and made children feel excited and eager to learn.

Group Interaction: The presence of individual and group activities gave each child the opportunity to participate and engage in the lesson.

Using multiple methods: Combining technology with practical activities added significant value to understanding the mathematical concept.

Graded assessment: Multiple assessment methods helped ensure children's comprehensive understanding of the number 10.

Points for improvement:

Managing questions: During the PowerPoint presentation, some children were confused about how to answer, so guidance steps could be added before starting the activity.

Variing difficulty levels: Some children needed additional support to understand the activity, while others were ready for more challenging tasks, so an additional activity could be included for more gifted children.

Improving the connection between activities: Transitions between activities could be improved to make them smoother, ensuring a natural flow of the lesson.

Enhancing the social aspect: An activity could be added that allows children to participate together, such as exchanging shells and arranging them in groups.

Regarding the lesson plan, I think you should write it in more detail, especially in the section on the teacher's role and the student's role.

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Based on feedback gathered from the teacher (intermediate skill team) and the student (peer feedback), I identified strengths and areas for improvement. These are the actions I will implement to improve the overall lesson plan. First, improve the lesson objectives (SMART lesson outcomes):

- Modification:

- I will improve the wording of the learning objectives to be more precise and measurable, such as adding the expected level of success for the children.

- I will modify the "counting objects" objective to include complementary activities, such as using everyday activities to count to 10, which will enhance the conscious application of the concept.

-Actions:

I will reframe the objective to read: "Children will be able to count to 10 objects using tangible materials such as shells and blocks."

Second, improve the activities to enhance engagement:

- Modification:

- Improve the transitions between activities to make them smoother and more cohesive.

- Improve the jumping activity to make it more challenging for gifted children, such as adding different rules.

-Actions:

- I will arrange the lesson activities by level from the beginning of the lesson, starting with the easiest and gradually progressing as the lesson progresses. Each activity becomes more difficult and challenging.

- I will modify the hopscotch activity to include an additional rule for gifted students, such as asking them to name an object containing the number 10 when jumping over it.

Third, Improving the Assessment Phase (Assessment of Learning Strategies):

- Modifications:

- Improve the observational assessment method, so that individual observations are recorded for each child, and the assessment focuses solely on written performance.

-Actions:

- I will implement direct assessment techniques that focus on children's actual responses, such as visual cues and immediate responses.

- Additional time will be allocated at the end of the lesson to assess each child based on their practical participation, not just their written performance.

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The curriculum has been modified to ensure students achieve a deeper understanding of the concept of the number 10 by incorporating diverse and interconnected teaching strategies. The curriculum relies on teaching methods based on interaction, movement, and multimedia integration, enhancing student engagement and involvement in the learning process. According to Piaget's theory of cognitive development, kindergarten children learn best through sensory experience and direct interaction with tangible objects. Counting games and interactive jumping on the number 10 were therefore incorporated, enhancing their mathematical understanding in a natural and engaging way. The use of songs and video clips also contributes to consolidating the concept in long-term memory, in accordance with Mayer's multimodal learning theory, where the combination of auditory and visual inputs helps enhance comprehension.

The three activities were designed according to several pedagogical principles to ensure their suitability for children's cognitive development. First, they are suitable for cognitive development because they rely on sensory learning strategies such as counting shells and touching numbers while writing, which enhance children's understanding, according to Piaget's theory. The activities are also graded in difficulty, with simpler tasks assigned to students who need additional support, while more advanced students are assigned analytical activities such as sorting numerical groups, in line with Vygotsky's theory of the zone of proximal development. Furthermore, the activities integrate numeracy, language, and motor skills, such as combining songs and counting while jumping, reflecting Gardner's concept of multiple intelligences.

The challenge activity is designed to encourage students to think critically, as they are asked to sort groups of 10 items according to common characteristics, pushing them beyond memorizing numbers to understanding numerical relationships. According to Vygotsky's theory, providing tasks that require higher-order thinking helps students build analytical skills that enhance academic performance. As for the role of activities in achieving learning outcomes, each activity serves a specific purpose. Songs and motor games help consolidate the number 10 in memory, while manipulative activities reinforce the connection between number and quantity. Continuous assessment through feedback and group discussion helps ensure that students have properly grasped the concepts.

Assessment strategies were selected to ensure accurate measurement of comprehension. Self-assessment using thumbs-up signs, observational assessment to track student interaction, and the use of digital media to provide immediate feedback were incorporated. This aligns with the concept of formative assessment proposed by Black and William. Interactive assessment helps increase student motivation and promote sustainable learning. Thus, the plan ensures a comprehensive learning environment that stimulates deep thinking and active learning, effectively contributing to achieving the lesson's educational objectives.

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This activity I started with for the students to explore today's lesson number. There are two boxes, each box contains 10 shells, so the students have to count the shells. What happened was that some students faced some difficulty at the beginning and each child gave me a different number despite the similarity in quantity. However, in the end, one student gave me the correct number, which was 10. I then asked them how many do we have now? Here they explored the focus of our lesson for today, which is the number 10.

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Here the activities were multiple choice questions and electronic games on the smart screen.

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Here I did this activity first to have a physical and motor activity and also to focus them on jumping only on the number 10 and then they move on to writing the number 10 on the board.

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Here is an experiment and learning to write the number 10.

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Here this activity is an additional challenge for the students as they build a top of cubes according to the number in each square.

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Finally, to assess their understanding of the number 10 and their ability to write it, I gave them this worksheet and here are their results.

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References :

Piaget, J. (1970). Science of education and the psychology of the child. Orion.

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74. https://doi.org/10.1080/0969595980050102.