Description
Small group instruction is an effective way to differentiate and individualize math instruction.
Allocate at least 3 hours in the field to support this field experience.
Meet with the same small group of students you pre-assessed in your Topic 4 field experience. 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.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
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
Development of Math Lesson Instruction
By :Lindsey Bolton
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Development of Math Lesson Instruction
Practical implementation of math instructions facilitates effective education in pre-K
classrooms. In this light, the math lesson instruction will include arithmetic concentration. The
math lesson will rely on standards that necessitate educators to develop early learners’
understanding of whole numbers and their basis in quantification. The standard-based objective
of the activity will entail developing the learners’ number sense to enable them naturally
experience counting, promoting quantification during problem-solving tasks (Segundo-Marcos et
al., 2022). The content will include several math tasks that employ simple vocabulary, such as
“calculate the following” and “find the solution.” This activity will consist of additional tasks
and guidance for homework purposes requiring the caregivers’ support and insight. Family
involvement will foster cultural awareness during problem-solving. The activity will include
cards with simple math problems. Defining group member goals will support and encourage
interaction and collaborative approaches facilitating the contribution of every member. The
differentiation technique will include flexible grouping to facilitate instruction.
The second activity will entail educator-facilitated group activity. Its objective will be
guiding interaction with new math concepts enhancing the number sense comprehension among
early learners. The content will include group-specific recordings of instructions related to
particular math tasks. The instructions rely on simple vocabulary, including “focus on the
following task.” The video creation will require voluntary participation and support from parents
and family members to culturally inform the activity (Segundo-Marcos et al., 2022). The activity
will engage resources such as cameras and group sheets for solution noting as the activity
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progresses. The instruction will include continuous assessments to modify instructions to address
different learning needs.
The last activity will include active inquiry activities, which aim to enhance equitable
learning of the number sense among diverse learners in the classroom. The content will consist
of a guided approach detailing tasks with increasing difficulties, like advancing from addition
and subtraction tasks to multiplication tasks, to motivate collaboration with group members and
the educator’s support. It will also include age-appropriate experiential learning resources with
real-world scenarios explained using simple vocabulary to guide the learners’ inquiries. The
approach will also have home activities like caregiver-guided field trips for parents to support
collaboration and interaction with early learners and foster active inquiry (McGuire et al., 2021).
The activity can include flashcards that connect classroom activities and the field trip to optimize
learning outcomes. Engaging in a responsive learning environment will enable instruction
differentiation based on the needs of various learners.
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References
McGuire, P., Himot, B., Clayton, G., Yoo, M., & Logue, M. E. (2021). Booked on math:
Developing math concepts in Pre-K classrooms using interactive read-aloud. Early
Childhood Education Journal, 49, 313-323. https://doi.org/10.1007/s10643-020-01073-1
Segundo-Marcos, R., Carrillo, A. M., Fernández, V. L., & González, M. T. D. (2022).
Development of executive functions in late childhood and the mediating role of
cooperative learning: A longitudinal study. Cognitive Development, 63, 101219.
https://doi.org/10.1016/j.cogdev.2022.101219
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