I’m working on a education & teaching writing question and need the explanation and answer to help me learn.
Implement one of the small group activities you created in Topic 2 to address the identified learning goals, including a short summative assessment based on the learning activity.
After your implementation, meet with your mentor teacher to review your small group activity and the results of your summative assessment. Obtain feedback from your mentor on what went well and what could be improved.
In 250-500 words, reflect on the implementation of the small group activity. Include a summary of your implementation and the feedback received from your mentor teacher. Discuss how the activity and assessments you implemented are aligned to the standards and are developmentally appropriate and meet individual learning needs. How will you apply what you have learned through this experience to your future professional practice?1
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Technology -based Activity
Objective: The students will identify coins and demonstrate knowledge of their values by
counting the coins up to the amount of a given dollar amount (K.MD.A.3)
Vocabulary: Coins, penny, nickel, dime, quarter, total, dollar
Strategies:
To begin the activity, students will be asked to share experiences they have had with coins.
This can be with a family member, or in a store, or anywhere they have used coins. This will
provide a personal connection to the activity and create a sense of comfort in the classroom.
The teacher can also incorporate cultural norms by discussing the difference between
American coins and coins from other countries.
Students will be placed in groups of 3-4 and asked to count coins up to a given dollar amount.
For example, the teacher can give each group a dollar amount and the students will work
together to figure out what coins are needed to make the total dollar amount.
Resources: The teacher can provide resources such as actual coins for the students to use to
count, or can provide a chart with images of coins and values for the students to use.
Differentiation:
To differentiate this activity, the teacher can provide a variety of dollar amounts for the
groups to count up to. This will allow students to work at their own pace and make it more
challenging for higher level students. For lower-level students, the teacher can provide more
support by giving the students a chart with images of coins and the corresponding values for
each coin. The teacher can also provide manipulatives such as a coin sorting board or a coin
counting machine to help students understand the concepts better.
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Problem Solving Activity
Objective: Students will demonstrate their understanding of addition and subtraction of whole
numbers up to 10 by working collaboratively to complete a classroom scavenger hunt.
Vocabulary: Addition, Subtraction, Whole Numbers, Counting, Adding, Subtracting
Strategies: This activity will incorporate personal, family, community, and cultural
experiences. Students will be encouraged to think of their own experiences with addition and
subtraction, such as helping to count change when shopping, or helping a family member add
up a grocery list. Students will also be asked to think of how cultural norms might influence
their understanding of addition and subtraction. For example, students might be encouraged
to discuss how the use of different languages might influence the way they count or add and
subtract.
Cooperative Learning Strategies: Students will work in groups of 3-4 and will be assigned
roles such as “researcher”, “scavenger hunter”, and “recorder”. The researcher will be
responsible for researching the problems and helping the group understand the material. The
scavenger hunter will be responsible for finding the answers to the problems and the recorder
will be responsible for recording the answers. Each student should be actively participating in
the activity.
Resources and Hands-on Materials: The groups will be provided with pencils, paper, and a
scavenger hunt worksheet. The worksheet will include addition and subtraction problems up
to 10, as well as questions related to personal, family, community, and cultural experiences.
The scavenger hunt will take students around the classroom to find hidden objects and answer
questions related to the problems.
Differentiation: To address students’ diverse learning needs, teachers can provide visual aids
such as counting blocks or manipulatives to help students understand the problems. The
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problems can also be modified to fit each student’s individual needs. For example, if a
student is struggling with addition and subtraction of whole numbers up to 10, the teacher can
provide the student with problems that involve numbers up to 5. Additionally, the teacher can
provide extra support for those students who are having difficulty understanding the material.
Active Inquiry Activity
Objective: Kindergarteners will be able to identify and compare the attributes of twodimensional shapes, as outlined by the Common Core State Standard of Geometry.
Vocabulary: Two-dimensional, shapes, attributes, sides, corners, edges, triangles, squares,
circles, rectangles, parallelograms, trapezoids.
Strategies: Prior to the activity, the teacher will introduce the vocabulary words to the
students and display visuals as needed. The teacher will discuss how shapes are present in the
environment, such as the shape of a plate or a door. The teacher will then divide the class into
groups of 3-4 students and provide each group with a set of shape cards. Each group will then
be asked to sort the cards into two piles – those with four sides and those with more than four
sides. Once the cards are sorted, each group will compare the attributes of two-dimensional
shapes within the four-side and more than four-side groups. This could be done through a
discussion or by using hands-on materials to build the shapes. After discussing the attributes,
each group will then record the attributes of each shape on a chart.
Resources and Materials: Shape cards, a chart for recording attributes, hands-on materials
such as construction paper, scissors, and glue.
Differentiation: To differentiate for students with different learning needs, the teacher may
provide visuals to help students identify the shapes or provide students with additional
support in understanding the attributes of the shapes. The teacher could also adjust the
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number of shapes in each group, depending on the ability level of the students. For example,
the teacher could provide each group with two shapes to compare and contrast.
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