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To Peer 1 (Latifa):

Thank you so much, Latifa, for your detailed and kind feedback. I’m really happy you found my lesson outcomes clear and suitable for the students. I took your advice and made changes to the learning outcomes by using only one Bloom’s verb in each sentence to avoid confusion. I made sure all the outcomes are now S.M.A.R.T and clearly connected to the tasks in the lesson. I’m also glad you liked the resources, activities, assessment strategies, and plenary. I didn’t make changes in those areas since you said they were already working well, but I reviewed everything again to make sure it still fits with the updated outcomes. Thank you again for your helpful support.

To Peer 2 (Hamda):

Thank you so much, Hamda, for your helpful and encouraging feedback. Your suggestions about the learning outcomes were very useful. I made the needed changes to make them more specific, measurable, and time-bound, just like you recommended. For example, I now say exactly what activity students will do, how many shapes they need to name, and that it should happen by the end of the lesson. I also checked the other parts of my lesson plan to make sure they still match the updated goals. I’m really happy that you found the resources, activities, plenary, and assessment strategies to be clear and effective. I kept those parts the same, as they support the learning well. I appreciate your support and thoughtful ideas—they helped me improve my lesson plan in a great way.

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The reason provides educational justification for the components of the lesson with links to theoretical positions (i.e., Piaget, Vygotsky, Gardner, Black & Wiliam, NAEYC). The rationale explains why these teaching strategies, activities, and assessment methods were selected and how they contribute to math learning in early childhood

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Final TP Lesson Plan (solved)1Revised Version

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This edition is an adaptation of the feedback from the peer review with the necessary changes made. On top that visual aids and instruction time changes have been made. Sample visuals have been attached so that teacher understanding could be informed.

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Final TP Lesson Plan (solved)1Revised Version

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This is my integrated math lesson's first draft, which I have named "Patterns in Nature". I created it for KG2 learners and involves 3 developmentally appropriate, activity hands-on, differentiated and integrated activities, including assessment strategies and plenary.

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1.S.M.A.R.T lesson outcomes :

Strength:

-The outcomes show a strong understanding of what you want students to learn, such as identifying and sorting shapes and connecting them to real-life examples.

Areas of improvement:

- The current goals are not yet fully S.M.A.R.T.

- They could be more specific (e.g., mention the exact activity used), more measurable (e.g., how many shapes the student should identify), and more time-bound (e.g., achieved by end of lesson).

- Example improvement: “Students will use a shape collage activity to identify and name at least three basic shapes during today’s math lesson.”

2.Resources needed :

Strength:

- Materials are differentiated to support varying student levels (e.g., visual guides, clay, stamps).

Areas of improvement:

-No need to improve.

3.Activities to facilitate engagement during lesson discussion :

Strength:

- The activities build on prior knowledge and activate curiosity.

- Time management tools (chime bell, visual timer) support focus.

Areas of improvement:

-No need to improve.

4. developmentally-appropriate, differentiated, integrated, and hands-on minds-on math activities:

Strength:

- Integration with art and real-world connections adds meaning.

- Differentiation is clearly explained for weak, middle, and advanced learners in each activity.

Areas of improvement:

-No need to improve.

5.Engaging plenary :

Strength:

- The “Gallery Walk and Shape Talk” is an interactive, reflective, and enjoyable conclusion.

Areas of improvement:

- No need to improve.

6.Assessment for learning strategies :

Strength:

- Assessment is ongoing throughout all phases of the lesson.

- Strategies are clearly linked to tasks and learning outcomes.

Areas of improvement:

- No need to improve.

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1.S.M.A.R.T lesson outcomes :

Strength:

-The outcomes are clear, specific, and age-appropriate.

-They focus on observable behavior (e.g., “identify,” “sort,” “recognize”), which makes them measurable and assessable.

Areas of improvement:

- Use only one Bloom's taxonomy verb in each learning outcome. For example, if you write in the learning outcome 'the student will identify and name', this counts as two blooms, not one.

- First, learning outcomes should be SMART by specifying where you will apply this learning outcome. This way, I can understand where it will be applied.

2.Resources needed :

Strength:

- The materials are detailed, varied, and purposeful.

- Resources support different learning styles (visual, tactile, artistic).

Areas of improvement:

- No need to improve.

3.Activities to facilitate engagement during lesson discussion :

Strength:

- The use of shape detectives, songs, real-life photos, and movement is fun, creative, and engaging.

Areas of improvement:

- No need to improve.

4. developmentally-appropriate, differentiated, integrated, and hands-on minds-on math activities:

Strength:

- Activities are developmentally appropriate and highly hands-on (stamping, building shapes, drawing). and the Differentiation is clearly explained

Areas of improvement:

- No need to improve.

5.Engaging plenary :

Strength:

- Encourages peer learning, vocabulary use, and visual appreciation.

- Allows for informal assessment of understanding.

Areas of improvement:

- No need to improve.

6.Assessment for learning strategies :

Strength:

- Includes a rich variety of strategies: observation, questioning, self/peer assessment, written work, and verbal feedback.

Areas of improvement:

-No need to improve.

Note: Overall, your lesson plan is very well done and suitable for differentiation.