ECE 455 GCU Kindergarten Small Group Math Learning Instruction Discussion Small group instruction is an effective way to differentiate and individualize ma

ECE 455 GCU Kindergarten Small Group Math Learning Instruction Discussion Small group instruction is an effective way to differentiate and individualize math instruction.

Meet with the same small group of Kendergarten 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.

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
Bernadette Ross
ECE – 455
06/03/2020
Stacy Mergener
Development of Math Lesson Instruction
At an early age we are introduce to the method of letter recognition and sounds of letters
that help us to and spell and write are essential helping children to begin reading words. Learning
numbers are also essential to young children. Counting is a learning activity young children need
to know when adding or taking away objects to determine the sum or how many are left when
doing mathematics. The standard objective in counting is to enable every student to count a
variety of objects. This activity, students in the group will have the task of counting different
manipulative materials and the images containing a group of cars and animals. The manipulative
and vocabulary used in the counting lesson are based on student’s developmental level and
recognize materials previous familiar to them. Students use several of students culturally
strategies and materials known to the diverse learners. To include families in lessons, the teacher
will include related language and background experiences. Language commonly used by parents
when communicating real world topics. Community knowledge will be integrated into learning
activities and this includes the most common things in the community (Leonard, 2018). Cultural
norms will be included by avoiding the illustrations of biased language and illustrations that can
affect the students emotionally. In addition, the teacher will show interest in the student’s
cultural background in the course of learning. Each student will take part in the counting
activities during each lesson, interact with each other and count objects on the images provided.
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This will encourage the students to actively participate the counting activities and problem solve
through communication. This will give some insights to students who are struggling with math
lessons and peers can help those who struggle. To be successful provided will be writing,
counting, and pictures materials for write what they have learned in the group activity. The
availability of various resources and materials is essential for the success of group activity. The
differentiation will include rearranging the classroom to support the needs and development of
every student (Nemeth, 2017).
Technology based includes addition and subtraction software. This activity forms the
essential foundation of math for the upper grades. The activity will include the use of devices
like tablets and computers for subtraction and addition based games. Numerous games have been
designed to ensure that kindergarten students can successfully maneuver and understand these
mathematical concepts such as reading and counting numbers grouping, differences and
similarities. The standard objective students will be able to complete various mathematic games
with devices provided. This activity includes software based games will be set at a level that is
appropriate for students level and ensure students can complete various games and different
levels without difficulties. The computer programs selected will use objects familiar to students.
A variety of community and cultural learning customized computer-based programs will be
integrated in provided devices. The diverse group of students in the classroom will be supplied
with materials and tools for learning that have disabilities. Activities will include educational,
community, and family activities. Incorporating activities that are common in the community and
family enhances the student understanding.
The cooperative strategy includes the competition between students. Students will
complete the game lesson and the teacher will award the winner. As the other group members
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compete, the remaining group members will be required to add and subtract various objects
presented in the tablets collaboratively (Leonard, 2018). Resources needed are relaxing area and
laptops for students to use computer programs and complete different customized programs
activities. The teacher will assist group activities to help students understand the games. The
primary role of the teacher is to make it enjoyable and not stressful to practice while engaging
students in their number mathematic development. The differentiation strategy includes a variety
of games to satisfy the needs of different students (Nemeth, 2017). This problem solving
activity, students will separate various wrap candies and count them. The teacher will provide 20
with colors of blue, black, white, and red. After separating these candies into their distinctive
colors, students will count them and provide final numbers for each color. The standard-based
objective is students will be able to separate candies into distinctive colors and count them. The
teacher will use simple instruction to ensure students understand every step suitable for
kindergarteners. To bring in the family experience, students will complete the same activity at
home under the supervision of their parents and present solutions at school. The use of local
resources is one of the strategies that will be used to give students community experience.
Cultural norms include the use of language and values of culturally groups in the classroom.
Each student will be giving one color among the four, separate these candies from the test, and
count them (Colorín Colorado, 2020). This activity will allow students to work together and each
group member has done their part. This promotes essential social and collaboration skills.
Resources in this activity include writing materials, candies, and plastic containers to allow the
students to separate candies and count them. The use of tables and comfortable surfaces for
materials such as rugs. Appropriate differentiation method is to change the materials and adjust
the setting (Nemeth, 2017).
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References
Nemeth, K. (2017). Make Math Meaningful for Diverse
Learners. https://www.naeyc.org/resources/pubs/tyc/oct2017/make-math-meaningfuldiverse-learners
Leonard, J. (2018). Culturally specific pedagogy in the mathematics classroom: Strategies for
teachers and students. Routledge.
Colorín Colorado. (2020, February 10). Cooperative Learning Strategies. Retrieved from
https://www.colorincolorado.org/article/cooperative-learning-strategies

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