DAR Format Reflection- Lesson Plan for Week #2 – Kindergarten

DAR Format Reflection- Lesson Plan for Week #2 – Kindergarten

Description

The artifact for this reflection is a lesson plan developed for Week #2 of my teaching experience in a kindergarten classroom. The lesson plan focuses on InTASC Standard #7, Planning for Instruction. The lesson aims to introduce basic counting skills to kindergarten students using manipulatives and hands-on activities. The lesson takes place in a suburban school district. The class consists of 20 students, with an average age of five. The students come from diverse backgrounds in terms of gender, race/ethnicity, and socio-economic status. The lesson is designed for a self-contained classroom with a block schedule. The overall performance of the class is at an average level based on ongoing assessments and teacher observations. There are a few students with exceptionalities, including one student with a learning disability and two English language learners.

Analysis

The lesson plan aligns with InTASC Standard #7 as it demonstrates my ability to plan instruction that supports kindergarten students in meeting learning goals. The objectives of the lesson plan are aligned with the state standards for mathematics in kindergarten (Fowler, 2023). The lesson plan incorporates hands-on activities and manipulatives to engage students and promote their understanding of counting concepts. The use of concrete materials and visual representations supports the development of number sense and mathematical thinking.

In developing the lesson plan, I conducted research on effective strategies for teaching early numeracy skills to young learners. I integrated research-based practices such as using manipulatives, incorporating movement and songs, and providing opportunities for students to engage in counting activities independently and collaboratively. These practices are supported by research on early childhood mathematics education (Fowler, 2023). By incorporating these strategies, I aimed to create an engaging and developmentally appropriate learning experience for my kindergarten students.

Transfer

Applying my previous learning from courses and research, I drew upon my knowledge of child development and early mathematics education. I applied my understanding of the progression of counting skills and the importance of hands-on experiences in supporting young learners’ mathematical understanding. I also referenced research articles on effective instructional strategies in early mathematics education to inform my lesson planning (Ford, 2022). By integrating this knowledge, I aimed to create a learning environment that promotes mathematical thinking and lays a strong foundation for future mathematical concepts.

Curiosity

Through this lesson plan, I developed a deeper interest in the subject of early mathematics education. I recognized the importance of fostering a positive attitude towards math at an early age and providing engaging learning experiences to build students’ confidence and enthusiasm (Hicks & Bose, 2019). Additionally, I explored the use of technology by incorporating interactive math games and digital resources to further engage and motivate my kindergarten students in their counting practice.

Initiative

Completing the required work for this lesson plan involved careful preparation and attention to detail. I invested additional effort beyond the minimum requirements to create a supportive and inclusive learning environment for my kindergarten students. I adapted the lesson plan to meet the individual needs of students with exceptionalities, ensuring that appropriate accommodations and modifications were in place to support their learning (Moh’d et al., 2022). I also collaborated with the mentor teacher to gather feedback and suggestions for improvement, showcasing my commitment to meeting the 12 learning outcomes/standards.

Independence

Throughout the lesson planning process, I actively sought opportunities to develop my own ideas and approaches. I explored various manipulatives and resources to enhance the lesson’s effectiveness and cater to the diverse learning styles of my kindergarten students (Hicks & Bose, 2019). Additionally, I conducted independent research to explore innovative strategies and activities that promote a deeper understanding of counting skills in young learners. By incorporating these original ideas, I aimed to provide a unique and engaging learning experience for my students.

Reflection

What I Learned about Teaching (Feeling)

Through this artifact, I learned the importance of creating developmentally appropriate and engaging learning experiences for young learners. I realized that hands-on activities, manipulatives, and incorporating technology can greatly enhance students’ understanding and enthusiasm for mathematics.

What I Learned about Myself (Feeling)

This artifact highlighted my passion for early childhood education and my dedication to meeting the diverse needs of kindergarten students. It reinforced my belief in the power of creating a positive and inclusive learning environment to support students’ growth and learning.

Success Related to This Artifact/Situation (Evaluation)

A success related to this artifact is observing students actively participating in counting activities, demonstrating an improved understanding of the concept. It was rewarding to witness students engaging with manipulatives, counting aloud, and showing confidence in their ability to apply their counting skills.

An Area for Continuous Improvement (Evaluation)

An area for continuous improvement is to further differentiate the lesson to meet the specific needs of students with exceptionalities, such as providing additional support for students with a learning disability and incorporating more visual supports for English language learners. I also aim to explore additional technology tools and resources to enrich the counting activities and provide further opportunities for interactive learning.

Established Goal(s) (Action Plan)

As a future educator, my goal is to continue enhancing my instructional practices in early mathematics education. I will seek professional development opportunities to deepen my knowledge of effective strategies for teaching young learners. I also plan to collaborate with colleagues and engage in ongoing reflection and feedback to refine my teaching practices. Additionally, I will strive to create a positive and inclusive learning environment that fosters students’ mathematical thinking, curiosity, and enjoyment of mathematics.

References

Ford, R. (2022, December 29). Phonological awareness assessment for ED361 DAR #1 [Video]. YouTube. https://www.youtube.com/watch?v=2FQli7EtaWU.

Fowler, R. C. (2023). An examination of educator standards for early grade teachers. Journal of Research in Childhood Education, 1-19. https://doi.org/10.1080/02568543.2023.2221719.

Hicks, S., & Bose, D. (2019). Designing teacher preparation courses: Integrating mobile technology, program standards, and course outcomes. TechTrends, 63(6), 734-740. https://doi.org/10.1007/s11528-019-00416-z.

Moh’d, S. S., Uwamahoro, J., & Orodho, J. A. (2022). Analysis of mathematics lesson planning framed by the teachers’ pedagogical content knowledge. European Journal of Educational Research, 11(2), 1161-1182.

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To demonstrate program experience alignment for InTASC standard #7 or 8, the teacher candidate will submit a reflection using the D-A-R format described below.

scription:   In this section, the teacher candidate should provide a clear, concise description of the artifact. The description should include the purpose and intended learning outcome(s) of the artifact with relevant information such as content area, and grade level. If the artifact is from a field-based experience, then the description section should include a class profile with student characteristics such as but not limited to: school district, school, grade level, class size, average age, gender, race/ethnicity, socio-economic status (# of free/reduced lunch), explanation of self-contained, block schedule, etc., overall performance of the class (grade average or standardized test performance), student exceptionalities, English language learner(s), and any other additional contextual information to provide a clear picture of the field setting.

DAR Format Reflection- Lesson Plan for Week #2 – Kindergarten

Analysis: In this section, identify the InTASC standard for the focus of the reflection on this artifact and demonstrate how the artifact aligns specifically with the standard. The language associated with the standard should be used in the analysis. Justification of the alignment should be clearly stated and aligned with research-based practice (transfer), including appropriate citation(s).