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EDUC4731 Magdalena Nowakowski2107771
Assignment 2: Instruction for students with special education needs – Implementation of an instructional
program
Backwards design unit plan and lesson plans
Please see Appendix A for the backwards by design unit plan and Appendix B for six
lesson plans developed from the unit plan for this instructional program.
Creating a positive and well-managed learning environment for students
It is important for teachers to recognise that the whole classroom environment can
influence a students learning (Ashman & Elkins, 2008). Therefore, for this program to
succeed the pre-service teacher must attend and respond appropriately to the
academic, social, physical and psychological needs of all students within the learning
environment (Killen, 2013a). The pre-service teacher needs to create a non-
threatening, positive learning environment where mistakes are viewed as learning
opportunities, as this can reduce student tension and strengthen learning (Killen,
2013).
In order to develop a positive learning environment, the pre-service teacher will
make a conscious effort to get to know the students in the class better as the
program progresses (Ashman & Elkins, 2008). The pre-service teacher will foster
and maintain positive, appropriate and respectful teacher-student relationships
throughout the program (Duchesne, McMaugh, Bochner & Krause, 2013d). These
relationships will lead to a greater sense of belonging for students, which in turn will
promote academic achievement, wellbeing and positive mental health (Duchesne,
McMaugh, Bochner & Krause, 2013d). Hence, it will be important for the pre-service
teacher to connect with students by expressing happiness to be their teacher, having
conversations, showing empathy and getting to know their backgrounds and
interests (Price & Nelson, 2014c).
Students learn best when the learning that takes place is meaningful to them (Killen,
2013a; Price & Nelson, 2014c). Therefore, the pre-service teacher will plan for and
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create learning opportunities that make obvious connections between outcomes,
prior knowledge, previous lessons and students lives, experiences and interests
(Killen, 2013b). When teachers plan with outcomes in the forefront of their minds,
this ensures that the learning experiences developed support what the teacher wants
their students to know at the end of a lesson (Killen, 2013b). However, taking
advantage of unplanned learning is just as important as the outcomes of a lesson
(Killen, 2013b). Therefore, this factor will be taken into consideration during the
instructional program and will have a positive impact on student-teacher
relationships.
The pre-service teacher will acknowledge and promote students individualism and
cater for the diverse needs of students within the classroom (Killen, 2013a). In this
program, students’ interests, learning profiles and readiness levels will be taken into
consideration (Jarvis, 2010; Rose & Howley, 2007; Yell, Drasgow & Lowrey, 2005).
Accommodating for all students by providing different teaching strategies,
safeguards a rich and stimulating environment for learning (Killen, 2013a).
Therefore, varied instructional strategies will be used to satisfy the preferences,
needs and learning styles of all students (Ashman & Elkins, 2008; Duchesne,
McMaugh, Bochner & Krause, 2013b). This will ensure that all students have fair
access to the curriculum and will promote student engagement and learning (Killen,
2013a).
In order for ongoing and effective social, emotional and academic learning, a warm
yet stimulating classroom environment will be provided for students (Duchesne,
McMaugh, Bochner & Krause, 2013b; Price & Nelson, 2014c). Students will be
appropriately challenged, as there is evidence to suggest that people learn more
when they are challenged (Killen, 2013a). This will show students that the pre-
service teacher has high expectations for their education, which is vital for learning
(Killen, 2013a). The pre-service teacher will encourage student independence,
promote and encourage intrinsic motivation and utilise student-centered learning
throughout the program so as to endorse a well-managed learning environment
(Duchesne, McMaugh, Bochner & Krause, 2013c; Sprenger, 2005).
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Students will be actively involved in the learning process and have full awareness of
classroom expectations and routines (Sprenger, 2005; Price & Nelson, 2014c). In
addition, the pre-service teacher will create opportunities for students to interact with
one another, as much of learning occurs through social interaction (Killen, 2013a).
The pre-service teacher will positively reinforce appropriate behaviour, which in turn
will create a positive context for learning in a physical environment that is welcoming
and accessible to all students (Price & Nelson, 2014c).
Active participation strategies
‘Active participation is defined as a way of involving students in lessons or activities’
(Price & Nelson, 2014b, p. 70). Active participation strategies are critical to quality
classroom instruction and are significant within Tier 1 of the Response to
Intervention framework (Price & Nelson, 2014b; Price & Nelson, 2014c). When active
learning occurs, it has more of a substantial impact on student’s performance and
learning than any other variable (Killen, 2013a).
Active participation strategies are directly related to the content of a lesson or activity
and encompass involvement, rehearsal and processing strategies (Price & Nelson,
2014b). Within these strategies there are types of active participation responses that
can be made by students, including written, oral or signaled responses (Price &
Nelson, 2014b). These responses occur during teacher demonstrations, whereby
students can make active responses during explanations, instructions, reviews,
openings, closings, readings and videos (Price & Nelson, 2014b). Active participation
responses are made by all students at once and frequently during a lesson (Price &
Nelson, 2014b). They allow students several opportunities to practice and process
information as it is being presented and can keep students steadily engaged during
presentations and instructions (Price & Nelson, 2014b).
Within the instructional program, signaled responses (e.g. pointing, finger signals,
holding up yes/no cards, holding up pre-prepared response cards, responding
electronically) were used in order to keep students engaged (Price & Nelson,
2014b). These types of responses make it more probable for students to learn,
process and remember any information that is presented (Price & Nelson, 2014b).
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Within the instructional program, students were able to use these gestures
(particularly finger signals and pointing) to indicate their knowledge and
understanding. The choral response involvement strategy (e.g. all students say ‘The
number five’) was attempted, though did not have as great an effect as signaled
responses (Price & Nelson, 2014b). Utilising several examples and non-examples for
students to indicate and identify the correct example was very effective for the
students within this program, particularly at the beginning and close of lessons (Price
& Nelson, 2014b). Additionally, varying the amount of wait-time given to respond was
important for students, as it allowed them time to process information and retrieve
knowledge to indicate their response (Price & Nelson, 2014b).
Final post-assessment and student results
Please see Appendix C for the post-assessment task, which is similar to the pre-
assessment task administered to students in assignment 1 and Appendix D for the
students’ results.
Evaluation
Originally, the chosen performance objective for this program was: By the end of this program, students will identify how many objects are present (ranging from 1-5) by pointing to the correct number on a number chart or verbally communicating the number, with 80% accuracy. However, after reflecting on the
Australian curriculum content descriptors and reviewing students results from the
pre-assessment, the performance objective was clearly too easy. The students were
capable of learning numbers beyond 10; therefore before the instructional program
commenced the new performance objective was enforced.
Current performance objective: By the end of this program, students will identify how many objects are present (ranging from 1-20) by pointing to the correct number on a number chart or verbally communicating the number, with 80% accuracy. With the new performance objective in place, the instructional program
was implemented and a success.
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In order to determine whether the performance objective was met or not, students’
results needed to be analysed. Student B was unable to undertake the post-
assessment, as he was absent from school for the last 2 weeks of the pre-service
teachers placement. However, a summary of his learning throughout the instructional
program has been documented (please see Appendix D) and indicates his
progression of learning. Student A showed a vast improvement in his post-
assessment results. Student A was able to match and identify numbers 1-20. He was
able to count objects up to 20 successfully, recognising that each object must only
be counted once in order to determine the amount of objects. Based on student A’s
results from the post-assessment task, it is evident that the performance objective for
this instructional program was met.
According to Westwood (2007a, p. 181) many students with and without disabilities
can have difficulty learning mathematics. Nevertheless, in any early mathematics
program, high priority must be given to mastery of basic number skills and
development of number sense (Westwood, 2007a). Therefore, a carefully planned
and well-throughout instructional program was designed and implemented to assist
students to learn basic number recognition and skills. This program exposed
students to numbers from 1-20 and educated students about how to use these
numbers in context.
Using the pre-assessment information to plan for the instructional program was
essential for the program to be developed. This information allowed the pre-service
teacher to plan for appropriate learning experiences according to students’ readiness
levels, link to the curriculum, build on students’ prior knowledge and assess students
learning and progress throughout the program effectively (Price & Nelson, 2014a).
During planning, it was important to develop learning experiences that incorporated
and accommodated students’ interests and learning profiles in order to elicit
motivation and maintain engagement (Duchesne, McMaugh, Bochner & Krause,
2013b; Salend, 2008). The pre-service teacher was able to use various instructional
strategies and techniques, including visual and verbal instructions flexibly to maintain
attention and increase achievement (Killen, 2013a). Providing clear, detailed and
varied instruction underpins good teaching and provides students with a clear basis
for understanding (Dempsey & Arthur-Kelly, 2007; Eggen & Kauchak, 2010).
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Assessment helps teachers to make sound instructional decisions (Wong, 2008).
Therefore, throughout the instructional program the pre-service teacher used
anecdotal notes, observations, questioning (where possible), work samples and exit
questions to inform planning and teaching. This variety of assessment allowed the
pre-service teacher to accurately measure what students had learned, provide
precise feedback and alter learning experiences and lessons where applicable
throughout the unit (Eggen & Kauchak, 2010; Jarvis, 2010). In addition, exit
questions were a good way for the pre-service teacher to track students’ progress
and helped inform adjustments to learning activities (Jarvis, 2010). By using exit
questions at the end of each lesson, the pre-service teacher was able to see which
students were advancing and which needed more practice. Moreover, the pre-
service teacher monitored students learning through observation, anecdotal notes
and questioning and used this information to provide further instruction and/or extend
students appropriately (Wong, 2008).
The instructional program incorporated teacher-centred teaching. By providing
explicit examples and explanation, summarising main points, checking for
understanding and promoting active responding, the pre-service teacher was able to
elicit engagement and enhance skill development (Dempsey & Arthur-Kelly, 2007;
Salend, 2008). Explicit instruction was utilised at the beginning of every lesson and
at the start of different activities so as to ensure that students knew exactly what they
needed to do during lessons. The pre-service teacher was able to demonstrate and
model skills (Ashman & Elkins, 2008; Fisher & Frey, 2010), which provided students
with the opportunity to practice these skills once visual support was provided
(Ashman & Elkins, 2008). By using explicit teaching, the pre-service teacher was
able to gauge whether particular students needed more explanation, examples or
practice and provided this where necessary throughout the program.
The program also included whole-class teaching, which is a well-supported teaching
strategy and was clearly effective for the students in this instructional program
(Westwood, 2007a). There was limited chance for group work to be utilised within
the program due to student behaviours. This was unfortunate, as group work can
facilitate student achievement, interest and motivation and promote social interaction
among peers (Westwood, 2007a). Perhaps if the program was reiterated, more
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research and evidence-based practice around group work in early special education
could have been conducted. However, student-centred teaching was utilised within
the program. Incorporating this type of teaching into the program ensured that
students were active contributors in their learning and allowed the pre-service
teacher to link learning with students’ real life experiences and interests (Salend,
2008). Subsequently, this teaching strategy increased motivation and self-efficacy
among students (Salend, 2008).
The lessons within the program were well sequenced and as a result, student
progress was easily monitored and observed. This is important, as activities need to
follow an orderly and predictable sequence for students to be aware of what to
expect (Allen, Cowdery & Johnson, 2012). Developing routines for class lessons
assists with the allocation of instructional time, maximises instructional time and
helps to prevent management problems (Eggen & Kauchak, 2010). However, it is
important for students not to become dependent on one routine or one way of
conducting a lesson, as there is evidence to suggest that variety and flexibility in
instruction and routine can increase achievement and maintain students’ attention
(Killen, 2013a).
Within the instructional program, hands-on learning tasks and experiences that
incorporated concrete materials clearly had a positive effect on students learning.
Using concrete materials appeared to help the students construct deeper
mathematical understanding (Westwood, 2007a). Students were provided with
concrete materials in conjunction with pencil and paper tasks, in order to ensure that
students did not become dependent simply on apparatus and were able to show
their underlying understanding through other means (Westwood, 2007a).
Furthermore, it was observed that by re-teaching and reviewing concepts from
previous lessons at the start of each new lesson allowed students to link their
previous knowledge to current learning (Westwood, 2007b). This also allowed the
pre-service teacher to observe which students were able to retrieve and remember
information. It also informed the pre-service teachers teaching, as it clearly showed
which students needed more intense instruction in order to retain the information in
their memory (Hallahan, 2005).
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Although the instructional program was a success, there are still a few questions that
remain unanswered for the pre-service teacher:
How could the pre-service teacher have better implemented the program?
How could the learning experiences have been more student-centred?
Could the students have been extended further?
What types of strategies could the pre-service teacher have implemented in
order to use group work for these students?
The pre-service teacher will research further into effective planning, teaching and
assessment strategies in order to answer these questions. The pre-service teacher
will discuss these issues with experienced teachers and seek advice and support
about implementing these more effectively into future programs. However, upon
reflecting on this instructional program, it is evident that several evidence-based
teaching practices were efficiently implemented during the design and application of
the program. Overall, the program was successful and students evidently developed
a deeper understanding of numbers through their participation in this instructional
program.
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Appendix A: Backwards by design unit plan
Curriculum Area: Mathematics Content: Numbers Year level: Foundation Performance Objective: By the end of this program, students will identify how many objects are present (ranging from 1-20) by pointing to the correct number on a number chart or verbally communicating the number, with 80% accuracy.
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Achievement standardsBy the end of the Foundation year, students make connections between number
names, numerals and quantities up to 10. They compare objects using mass, length
and capacity. Students connect events and the days of the week. They explain the
order and duration of events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based
on common characteristics and sort shapes and objects. Students answer simple
questions to collect information.
Content descriptorsNumber and Algebra Strand > Number and place value sub-strand Establish understanding of the language and processes of counting by naming
numbers in sequences, initially to and from 20, moving from any starting point
(ACMNA001)
Connect number names, numerals and quantities, including zero, initially up to 10
and then beyond (ACMNA002)
Subitise small collections of objects (ACMNA003)
Compare, order and make correspondences between collections, initially to 20, and
explain reasoning (ACMNA289)
Students will understand: The process of matching and identifying numbers.
That numbers are said in a particular sequence.
That a single object is only counted once.
That the arrangement of objects does not affect how many there are.
Students will know: How to match numbers from 1-20.
How to identify numbers from 1-20.
How to count up to 20 objects.
Students will be able to: Determine which numbers look the same
and match them.
Point, name and/or identify in some other
way numbers from 1-20.
Recognise and determine how many
objects are present in different situations.
Essential questions Why do we need to know numbers 1-20?
Why do we need to know how to count numbers 1-20?
How do we count objects?
What number is this?
What numbers come next?
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Appendix B: Lesson plans
Curriculum Area: Mathematics
Lesson topic: Matching and identifying numbers (1-10)
Year level: Foundation Duration: 40 minutes
Lesson number: 1Performance Objective: By the end of this program, students will identify how many
objects are present (ranging from 1-20) by pointing to the correct number on a number
chart or verbally communicating the number, with 80% accuracy.
Content descriptors: Establish understanding of the language and processes of counting by naming
numbers in sequences, initially to and from 20, moving from any starting point
(ACMNA001)
Connect number names, numerals and quantities, including zero, initially up to 10
and then beyond (ACMNA002)
Compare, order and make correspondences between collections, initially to 20, and
explain reasoning (ACMNA289)
Learning objectives:Students will understand: The process of matching and
identifying numbers
That numbers are said in a particular
sequence.
Students will know: Numbers 1-10
How to identify numbers from 1-10.
How to match numbers from 1-10
Students will be able to: Differentiate between numbers from 1-
10
Point, name and/or identify in some
other way numbers from 1-10.
Determine which numbers look the
same and match them
Essential questions: Where is number…?
What number comes next?
Why do we need to know how to match
numbers?
Resources: Number finger puppets (1-10)
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Smart board / computer
Coloured number cards
A4 number cards
Felt board
Number colouring sheet 1
Number colouring sheet 2
Coloured markers
Blu-Tack
Lesson sequence:Time Lesson Content Comments/support/strategies
15
minutes
Introduction: Ring the bell and ask students to
sit on the floor in front of the smart
board.
Explain that students will be
learning about numbers from 1-10
in the maths lesson today.
Put the finger puppets behind the
teachers back. Take out one hand
and start to sing a song about the
numbers (e.g. I am number 1, 1,
1. I am number 2, 2, 2. I am
number 3, 3, 3 etc.).
Sing the song again and
encourage students to participate
by performing the actions or
singing the song.
As a whole class, use the A4
number cards to identify all of the
numbers from 1-10 in order, one
by one. Encourage students to
say the numbers, as they are
shown. Once each number is
The teacher will be enthusiastic and
have high expectations, which will in
turn increase learner motivation
(Eggen & Kauchak, 2010).
The puppet show was included, as
adding humour, drama, songs,
stories or shows to lessons can gain
attention and sustain focus and
engagement (Price & Nelson,
2014a).
Both teacher-centred (explicit) and
student-centred teaching strategies
are utilised in this lesson. The
teacher provides
examples/demonstrations and
encourages student input and
participation during instruction
(Pagliano & Gillies, 2008; Salend,
2008). Using explicit teaching can
stimulate students who are poorly
motivated and provide students with
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identified, invite a student to place
the card on the felt board for
reference throughout the lesson.
Re-direct students’ attention to the
smart board.
a basis for understanding (Dempsey
& Arthur-Kelly, 2007; Eggen &
Kauchak, 2010; Fisher & Frey,
2010; Westwood, 2007b).
Visual supports are used in
conjunction with verbal supports to
accommodate for different learning
profiles (Westwood, 2007b). This
allows students to receive
instruction that plays to their
strengths not their weaknesses
(Hallahan, 2005).
In order to engage students and
maintain attention, non-verbal and
verbal cues should be implemented
throughout the lesson (e.g. eye
contact, gestures, giving clear
instructions, limiting distractions,
prompting) (Salend, 2008).
15
minutes
Body: Provide students with a coloured
number each. Show students the
number chart displayed on the
smart board. Ask each student
one by one to match their
coloured number with the same
number on the smart board.
Remember to say the number
aloud each time a student
matches one (Blu-Tack the
coloured number cards on the
Accommodations/adaptations: Provide the colouring sheet
activity on the smart board for
students to complete using
technology (accommodating
student interest).
Utilising a variety of instructional
strategies (e.g. visual, verbal,
hands-on, technology).
Vary the amount of assistance
given to individual students
(Westwood, 2007b). Some
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smart board).
On the smart board, show
students the number colouring
sheet and explain/demonstrate
how to complete the task
(Students need to colour the
matching numbers in the same
colour. Each matching pair of
numbers should be a different
colour to indicate that they match).
Provide students with a number
colouring sheet at their desk and a
tin of coloured markers.
*Provide assistance where
necessary.
*Remember to leave the smart
board on for students who want to
engage with the activity using
technology.
*Ensure students’ names are on
the number colouring sheets and
collect them from students.
students will need 1:1 and hand-
over-hand support to complete
the task. Some students will
need light support. Some
students will complete work
independently.
Extend students (who need it) by
providing them with number
colouring sheet 2 once they have
completed number colouring
sheet 1.
The active participation strategies
that are utilised within the lesson
include signalled responses,
response cards and providing
additional waiting time for students
to respond (Price & Nelson, 2013b).
It is important to provide explicit
teaching, instruction and practice for
students when students are asked
to complete table work (Dempsey &
Arthur-Kelly, 2007). This will ensure
that students know exactly what to
do; engagement and skill
development will be enhanced
(Dempsey & Arthur-Kelly, 2007).
It is vital to provide timely and
meaningful feedback to develop
positive teacher-student
relationships, involve and motivate
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students and support the learning of
students (Eggen & Kauchak, 2010;
Salend, 2008; Wong, 2008)
It is important to praise students
frequently during lessons to
increase motivation (Mastropieri &
Scruggs, 2010).
The teacher must monitor students
learning closely and act upon these
observations as necessary
throughout the lesson (e.g.
extending students) (Pagliano &
Gillies, 2008)
10
minutes
Conclusion: Get students’ attention and refer
back to what was learned during
the lesson. Feedback on students
learning and effort throughout the
lesson by showing examples of
students completed work.
Exit question: Point to a number
on the felt board and ask students
to identify/name/match the
number. Repeat this task with 4-5
different numbers.
Explain that the lesson is now
finished.
It is important to review key points
and what was learned at the end of
a lesson in order to consolidate
learning (Price & Nelson, 2014a;
Westwood, 2007b).
Utilising exit questions as a method
of formative assessment can inform
teaching and planning for upcoming
lessons (Westwood, 2007b).
*Remember that the teacher must
observe students and note their
responses to these questions.
Assessments: Work samples: Number colouring sheet
Anecdotal notes of students learning, progress and interactions
Observations
Monitoring student learning, engagement, participation, concentration and motivation
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Exit question
Questioning (where possible)
Number colouring sheet 1 – Lesson 1
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Number colouring sheet 2 – Lesson 1
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Curriculum Area: Mathematics
Lesson topic: Matching/identifying numbers (1-20)
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Year level: Foundation Duration: 40 minutes
Lesson number: 2Performance Objective: By the end of this program, students will identify how many
objects are present (ranging from 1-20) by pointing to the correct number on a number
chart or verbally communicating the number, with 80% accuracy.
Content descriptors: Establish understanding of the language and processes of counting by naming
numbers in sequences, initially to and from 20, moving from any starting point
(ACMNA001)
Connect number names, numerals and quantities, including zero, initially up to 10
and then beyond (ACMNA002)
Compare, order and make correspondences between collections, initially to 20, and
explain reasoning (ACMNA289)
Learning objectives:Students will understand: The process of matching and
identifying numbers
That numbers are said in a particular
sequence.
Students will know: Numbers 1-20
How to identify numbers from 1-20.
How to match numbers from 1-20
Students will be able to: Differentiate between numbers from 1-
20
Point, name and/or identify in some
other way numbers from 1-20.
Determine which numbers look the
same and match them
Essential questions: Where is number…?
What number is next?
Why do we need to know how to match
numbers?
Materials and resources: Smart board / computer
Interactive notebook program
Numbers storybook
A4 number cards
Felt board
White board markers
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https://www.youtube.com/watch?v=0VLxWIHRD4E - YouTube video (song)
Lesson sequence:Time Lesson Content Comments/support/strategies
15
minutes
Introduction: Ring the bell and ask students
to sit on the floor in front of the
smart board.
Provide a short re-cap of the
learning that occurred in the
previous lesson.
Explain that students will be
learning about numbers from 1-
20 in the maths lesson today.
Read the numbers storybook to
students. Encourage students
to identify/name the numbers in
the book, as the teacher is
reading.
Using the A4 number cards and
as a whole-class, identify all of
the numbers from 1-10 one by
one (learned in previous
lesson). Encourage students to
say the numbers as they are
shown. Using the same
process, introduce numbers
from 11-20.
* It may be beneficial for the
teacher to sing a song as the
numbers are being revealed.
The teacher will be enthusiastic and
have high expectations, which will in
turn increase learner motivation
(Eggen & Kauchak, 2010).
It is important to begin the lesson with
a short review of previous learning so
as to activate prior knowledge
(Dempsey & Arthur-Kelly, 2007).
Both teacher-centred (explicit) and
student-centred teaching strategies are
utilised in this lesson. The teacher
provides examples/demonstrations and
encourages student input and
participation during instruction
(Pagliano & Gillies, 2008; Salend,
2008). Using explicit teaching can
stimulate students who are poorly
motivated and provide students with a
basis for understanding (Dempsey &
Arthur-Kelly, 2007; Eggen & Kauchak,
2010; Fisher & Frey, 2010; Westwood,
2007b).
The teacher needs to present new
materials/information in small steps
and allow students time to practice
these after each step in order to build
confidence (Dempsey & Arthur-Kelly,
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2007).
Children love to hear stories, especially
at a young age (Willis & Ebrary, 2007).
Therefore, this is incorporated into the
lesson to motivate learning.
15
minutes
Body: Direct students’ attention to the
smart board (interactive
notebook program).
Demonstrate dragging and
dropping a number from the
bottom of the screen and
matching it with the same
number on the screen.
Students take turns dragging
and dropping one number at a
time.
*Remember to say the numbers
aloud for students.
When all numbers are
matched, count the numbers
from 1-20 (as a whole-class).
Provide 2-3 of the A4 number
cards to each student. Call out
the numbers in order from 1-20.
If a student’s number is called
out, they need to put the
number on the floor next to the
correct number (e.g. 1, 2, 3, 4,
5), until all numbers are
sequenced from 1-20 on the
floor in order.
Accommodations/adaptations: Activities are undertaken via
different pathways (technology and
materials)
Utilising a variety of instructional
strategies (e.g. visual, verbal,
hands-on, technology).
Vary the amount of assistance
given to individual students
(Westwood, 2007b). Some students
will need 1:1 and hand-over-hand
support to complete the task. Some
students will need light support.
Some students will complete work
independently.
Use simple language throughout
the lesson.
Re-teach concepts where
necessary.
Allow time for practice (Westwood,
2007b).
Provide visual and verbal support
throughout the lesson in conjunction
with technology to assist student
learning and engagement (Westwood,
2007b).
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* Teacher and SSO will need to
support student learning and
provide assistance when
necessary during this task.
The active participation strategies that
are utilised within the lesson include
signalled responses (pointing, finger
signals), responding electronically and
providing additional waiting time (Price
& Nelson, 2013b). Encourage the use
of oral responses (choral response
involvement strategy) by asking ALL
students to repeat information in
unison (Price & Nelson, 2013b).
In order to engage students, a variety
of hands-on activities are used, as well
as activity-based instruction
(Mastropieri & Scruggs, 2010).
It is important to target students’
interests (Duchesne, McMaugh,
Bochner & Krause, 2013b). In this
lesson, student’s use of technology is
very apparent. This accommodates
students, as many of them have a
strong interest in technology.
10
minutes
Conclusion: Get the students’ attention and
refer back to what was learned
during the lesson. Feedback on
students learning and effort
throughout the lesson by
praising their participation in the
activities.
Show students the YouTube
It is important to review key points and
what was learned at the end of a
lesson in order to consolidate learning
(Price & Nelson, 2014a; Westwood,
2007b).
Utilising exit questions as a method of
formative assessment can inform
teaching and planning for upcoming
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EDUC4731 Magdalena Nowakowski2107771
video on the smart board in
order to consolidate learning.
Exit question: Ask students to
sit in front of the smart board.
Point to a number on the smart
board and ask a student to
match the number with those
that are sequences on the floor
or say the number aloud
(numbers from 11-20). Repeat
this until all students have had
a turn to answer an exit
question.
Explain that the lesson is now
finished.
lessons (Westwood, 2007b).
*Remember that the teacher must
observe students and note their
responses to these questions.
Assessments: Photographs of student’s involvement in activities.
Anecdotal notes of students learning, progress and interactions
Observations
Monitoring student learning, engagement, participation, concentration and motivation
Exit question
Questioning (where possible)
Curriculum Area: Mathematics
Lesson topic: Counting objects (1-5)
Year level: Foundation Duration: 40 minutes
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EDUC4731 Magdalena Nowakowski2107771
Lesson number: 3Performance Objective: By the end of this program, students will identify how many
objects are present (ranging from 1-20) by pointing to the correct number on a number
chart or verbally communicating the number, with 80% accuracy.
Content descriptors: Subitise small collections of objects (ACMNA003)
Connect number names, numerals and quantities, including zero, initially up to 10
and then beyond (ACMNA002)
Compare, order and make correspondences between collections, initially to 20, and
explain reasoning (ACMNA289)
Learning objectives:Students will understand that: That a single object is only counted
once.
That the arrangement of objects does
not affect how many there are.
Students will know: How to count between 1-5 objects.
Students will be able to: Recognise and determine how many
objects are present in different
situations
Essential questions: How many objects are there?
Why do we need to know how to
count objects?
Materials and resources: Smart board / computer
Egg cartons (separate 1 – 5 egg spaces)
Unifex blocks
Counting sheet
Writing pens
Small laminated number cards (1-5)
Masking tape (2x number lines taped onto carpet)
https://www.youtube.com/watch?v=de0Beo16fqI - YouTube video (song)
Lesson sequence:Time Lesson Content Comments/support/strategies
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EDUC4731 Magdalena Nowakowski2107771
5 minutes
10
minutes
Introduction: Ring the bell and ask students
to sit on the chairs in front of
the smart board.
Provide a short re-cap of the
learning that occurred in the
previous lesson.
Explain that students will be
learning how to count objects
in the maths lesson today.
Using the egg cartons and
unifex blocks, show students
the process of counting
objects from 1-5. Emphasise
the importance of one block
going into one of the spaces
in the egg cartons. Encourage
student participation by
allowing students to put the
blocks in the egg cartons
during counting.
*Also stack the blocks up and
count how many there are
with students.
*Refer to real life (e.g. buttons
on shirt, fingers, toes etc.) and
count these with students.
Explain that students will now
participate in the number line
activity.
The teacher will be enthusiastic and
have high expectations, which will in
turn increase learner motivation (Eggen
& Kauchak, 2010).
It is important to begin the lesson with a
short review of previous learning so as
to activate prior knowledge (Dempsey &
Arthur-Kelly, 2007).
Both teacher-centred (explicit) and
student-centred teaching strategies are
utilised in this lesson. The teacher
provides examples/demonstrations and
encourages student input and
participation during instruction (Pagliano
& Gillies, 2008; Salend, 2008). Using
explicit teaching can stimulate students
who are poorly motivated and provide
students with a basis for understanding
(Dempsey & Arthur-Kelly, 2007; Eggen
& Kauchak, 2010; Fisher & Frey, 2010;
Westwood, 2007b).
By referring to real life, it makes learning
meaningful and relevant to students,
making them more motivated to learn
and engage in lessons (Willis & Ebrary,
2007).
In order to engage students and
maintain attention, non-verbal and
verbal cues should be implemented
throughout the lesson (e.g. eye contact,
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EDUC4731 Magdalena Nowakowski2107771
gestures, giving clear instructions,
limiting distractions, prompting) (Salend,
2008).
10
minutes
10
minutes
Body: Activity 1 (Number line
activity). Use the squares
taped on the carpet to teach
students to count from 1-5.
Jump into each square one at
a time with students and count
aloud. Emphasise the
importance of jumping into
one square at a time to
represent the process of
counting.
*Allow students to take turns
jumping into the squares and
counting aloud.
Ask students to sit back down
in front of the smart board.
Activity 2: Put the counting
sheet on the smart board for
students. Demonstrate and
explain how to complete the
first part of the sheet.
*Encourage students to
participate during instruction
and elicit responses.
*Place the counting sheets
and writing pens on students’
desks.
*Provide assistance where
necessary.
Accommodations and adjustments: Knowledge is expressed through
verbal and non-verbal means of
communication (active participation
strategy). Students are provided with
several examples and non-examples
and need to indicate the correct
example – particularly when
completing activity 2 (Price &
Nelson, 2014b).
Vary the amount of assistance given
to individual students (Westwood,
2007b). Some students will need 1:1
and hand-over-hand support to
complete the task. Some students
will need light support. Some
students will complete work
independently.
Teacher provides visual and verbal
support throughout the lesson in
conjunction with technology to assist
student learning and engagement
(Westwood, 2007b).
Extension task: Provide students
with five different objects and ask
them to count how many objects are
present.
The active participation strategies that
are utilised within the lesson include
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EDUC4731 Magdalena Nowakowski2107771
*Remember to leave the
smart board on for students
who want to engage with the
activity using technology.
*Ensure students’ names are
on the number colouring
sheets and collect them from
students.
signalled responses (pointing, finger
signals), responding electronically and
providing additional waiting time (Price
& Nelson, 2013b).
It is important to provide explicit
teaching, instruction and practice for
students when students are asked to
complete table work (Dempsey &
Arthur-Kelly, 2007). This will ensure that
students know exactly what to do;
engagement and skill development will
be enhanced (Dempsey & Arthur-Kelly,
2007).
It is important for the teacher to regularly
question students during instruction and
activities in order to elicit information
about students’ understandings (Wong,
2008). This can inform instructional
decisions during and after lessons
(Wong, 2008).
Tactile learning experiences are
provided in the lesson, as many learners
benefit from learning by using real
objects and experiences (Willis &
Ebrary, 2007). This enables students to
be engaged and become active
participants in their learning.
Within this lesson, concrete and obvious
examples are presented in order for
students to relate examples when
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EDUC4731 Magdalena Nowakowski2107771
practicing skills (Eggen & Kauchak,
2010).
5
minutes
Conclusion: Get the students’ attention
and refer back to what was
learned during the lesson.
Feedback on students
learning and effort throughout
the lesson by showing
examples of students
completed work.
Put the YouTube video on the
smart board for students to
watch.
*Encourage students to
engage with the song.
Exit question: Ask students to
sit in front of the smart board.
Place the unifex blocks in a
line (between 1-5 blocks) and
ask student how many there
are. Provide number cards for
students who find it difficult to
respond verbally.
Explain that the lesson is now
finished.
It is important to review key points and
what was learned at the end of a lesson
in order to consolidate learning (Price &
Nelson, 2014a; Westwood, 2007b).
Utilising exit questions as a method of
formative assessment can inform
teaching and planning for upcoming
lessons (Westwood, 2007b).
*Remember that the teacher must
observe students and note their
responses to these questions.
Assessments: Work samples: Counting sheet
Anecdotal notes of students learning, progress and interactions
Observations
Monitoring student learning, engagement, participation, concentration and motivation
Exit question
Questioning (where possible)
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EDUC4731 Magdalena Nowakowski2107771
Counting sheet – Lesson 3
Word count: 2427
129
EDUC4731 Magdalena Nowakowski2107771
Curriculum Area: Mathematics
Lesson topic: Counting objects (1-10)
Year level: Foundation Duration: 40 minutes
Lesson number: 4Performance Objective: By the end of this program, students will identify how many
objects are present (ranging from 1-20) by pointing to the correct number on a number
Word count: 242730
EDUC4731 Magdalena Nowakowski2107771
chart or verbally communicating the number, with 80% accuracy.
Content descriptors: Subitise small collections of objects (ACMNA003)
Connect number names, numerals and quantities, including zero, initially up to 10
and then beyond (ACMNA002)
Compare, order and make correspondences between collections, initially to 20, and
explain reasoning (ACMNA289)
Learning objectives:Students will understand that: That a single object is only counted
once.
That the arrangement of objects does
not affect how many there are.
Students will know: How to count between 1-10 objects.
Students will be able to: Recognise and determine how many
objects are present in different
situations
Essential questions: How many objects are there?
Why do we need to know how to
count objects?
Materials and resources: Smart board / computer
Egg cartons (separate 1 – 10 egg spaces)
Unifex blocks
Counting sheet
Writing pens
Small laminated number cards (1-10)
Masking tape (2x number lines)
https://www.youtube.com/watch?v=DR-cfDsHCGA - YouTube video (song)
http://pbskids.org/games/123/ - Interactive counting game
Lesson sequence:Time Lesson Content Comments/support/strategies
Introduction: Ring the bell and ask students
to sit on the chairs in front of
The teacher will be enthusiastic and
have high expectations, which will in
turn increase learner motivation (Eggen
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EDUC4731 Magdalena Nowakowski2107771
the smart board.
Provide a short re-cap of the
learning that occurred in the
previous lesson.
Explain that students will be
learning about how to count
objects in the maths lesson
today.
Using the egg cartons and
unifex blocks, show students
the process of counting
objects from 1-10. Emphasise
the importance of one block
going into one of the spaces
in the egg cartons. Encourage
student participation by
allowing students to put the
blocks in the egg cartons
during counting.
*Also stack the blocks up and
count how many there are
with students.
Explain that students will be
participating in the number
line activity.
& Kauchak, 2010).
It is important to begin the lesson with a
short review of previous learning so as
to activate prior knowledge (Dempsey &
Arthur-Kelly, 2007).
This lesson is very similar to the
previous lesson, as students will be able
to build on their prior knowledge and
connect learning by participating in the
same activities.
Both teacher-centred (explicit) and
student-centred teaching strategies are
utilised in this lesson. The teacher
provides examples/demonstrations and
encourages student input and
participation during instruction (Pagliano
& Gillies, 2008; Salend, 2008). Using
explicit teaching can stimulate students
who are poorly motivated and provide
students with a basis for understanding
(Dempsey & Arthur-Kelly, 2007; Eggen
& Kauchak, 2010; Fisher & Frey, 2010;
Westwood, 2007b).
It is important to provide explicit
teaching, instruction and practice for
students when students are asked to
complete table work (Dempsey &
Arthur-Kelly, 2007). This will ensure that
students know exactly what to do;
engagement and skill development will
be enhanced (Dempsey & Arthur-Kelly,
Word count: 242732
EDUC4731 Magdalena Nowakowski2107771
2007).
Body: Activity 1 (Number line
activity). Use the squares
taped on the carpet to teach
students to count from 1-10.
Jump into one square at a
time with students and count
aloud. Emphasise the
importance of jumping into
one square at a time to
represent the process of
counting.
*Allow students to take turns
jumping into the squares and
counting aloud.
*As an additional activity,
perhaps put objects in the
squares to represent that one
object goes into one square.
Ask students to sit back down
in front of the smart board.
Activity 2: Put the counting
sheet on the smart board for
students. Demonstrate and
explain how to complete the
first part of the sheet.
*Encourage students to
participate during instruction
and elicit responses.
*Place the counting sheets
and writing pens on students’
desks.
Accommodations and adjustments: Teacher provides visual and verbal
support throughout the lesson in
conjunction with technology to assist
student learning and engagement
(Westwood, 2007b).
Vary the amount of assistance given
to individual students (Westwood,
2007b). Some students will need 1:1
and hand-over-hand support to
complete the task. Some students
will need light support. Some
students will complete work
independently.
Taking into consideration students’
interests (technology, hands-on
activities).
Use simple language throughout the
lesson.
Re-teach concepts where necessary.
Allow time for practice (Westwood,
2007b).
Active participation strategies that are
utilised within the lesson, including
signalled responses (pointing, finger
signals), responding electronically and
providing additional waiting time (Price
& Nelson, 2013b). Provide non-
examples and examples for students to
indicate the correct example (non-verbal
students) (Price & Nelson, 2013b).
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EDUC4731 Magdalena Nowakowski2107771
*Provide assistance where
necessary.
*Remember to leave the
smart board on for students
who want to engage with the
activity using technology.
*Ensure students’ names are
on the number colouring
sheets and collect them from
students.
It is important to include physical
movement during lessons, where
possible in order to encourage learning
and give students a short break in order
to re-group and sustain longer
concentration (O’Connor, 2013).
It is vital to provide timely and
meaningful feedback to develop positive
teacher-student relationships, involve
and motivate students and support the
learning of students (Eggen & Kauchak,
2010; Salend, 2008; Wong, 2008)
It is important to praise students
frequently during lessons to increase
motivation (Mastropieri & Scruggs,
2010).
Conclusion: Get students’ attention and
refer back to what was
learned during the lesson.
Feedback on students
learning and effort throughout
the lesson by showing
examples of students
completed work.
Put the YouTube video on the
smart board for students to
watch.
*Encourage students to
engage with the song.
Ask students to sit in front of
It is important to review key points and
what was learned at the end of a lesson
in order to consolidate learning (Price &
Nelson, 2014a; Westwood, 2007b).
It is vital to observe students interaction
with the interactive game and to note
down students’ understandings through
their responses during the game.
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EDUC4731 Magdalena Nowakowski2107771
the smart board and put the
interactive game on.
*Demonstrate how to engage
with the game and then
encourage students to
respond to the game.
Explain that the lesson is now
finished.
Assessments: Work samples: Counting sheet
Anecdotal notes of students learning, progress and interactions (particularly with the
interactive game)
Observations
Non-verbal responses
Monitoring student learning, engagement, participation, concentration and motivation
Exit question
Questioning (where possible)
Counting sheet – Lesson 4
Curriculum Area: Mathematics
Word count: 2427
1
35
EDUC4731 Magdalena Nowakowski2107771
Lesson topic: Counting objects (1-15)
Year level: Foundation Duration: 40 minutes
Lesson number: 5Performance Objective: By the end of this program, students will identify how many
objects are present (ranging from 1-20) by pointing to the correct number on a number
chart or verbally communicating the number, with 80% accuracy.
Content descriptors: Subitise small collections of objects (ACMNA003)
Connect number names, numerals and quantities, including zero, initially up to 10
and then beyond (ACMNA002)
Compare, order and make correspondences between collections, initially to 20, and
explain reasoning (ACMNA289)
Learning objectives:Students will understand that: That a single object is only counted
once.
That the arrangement of objects does
not affect how many there are
Students will know: How to count between 1-15 objects.
Students will be able to: Recognise and determine how many
objects are present in different
situations
Essential questions: How many objects are there?
Why do we need to know how to
count objects?
Materials and resources: Peg number line (1-15)
Chalk
Counting exit question sheet (1-15)
Writing markers
Small laminated number cards (1-15)
Chopped up fruit pieces (strawberries, bananas, oranges)
Bowls
Tablecloth
Soap
Word count: 242736
EDUC4731 Magdalena Nowakowski2107771
Paper towel
Gloves
https://www.youtube.com/watch?v=9cAGoxFqSFQ - YouTube video (song)
Lesson sequence:Time Lesson Content Comments/support/strategies
10
minutes
Introduction: Ring the bell and ask students
to sit on the chairs in front of
the smart board.
Provide a short re-cap of the
learning that occurred in the
previous lesson.
Explain that students will be
learning about how to count
objects in the maths lesson
today.
Using the peg number line,
show students the process of
counting one peg at a time
from 1-15. Emphasise the
importance of one peg being
placed on the number line at a
time.
*Encourage student
participation by allowing
students to put the pegs onto
the number line.
*Provide each student with a
peg number line to practice
counting with.
Explain that students will
participate in the fruit counting
activity.
The teacher will be enthusiastic and
have high expectations, which will in
turn increase learner motivation (Eggen
& Kauchak, 2010).
It is important to begin the lesson with a
short review of previous learning so as
to activate prior knowledge (Dempsey &
Arthur-Kelly, 2007).
Both teacher-centred (explicit) and
student-centred teaching strategies are
utilised in this lesson. The teacher
provides examples/demonstrations and
encourages student input and
participation during instruction (Pagliano
& Gillies, 2008; Salend, 2008). Using
explicit teaching can stimulate students
who are poorly motivated and provide
students with a basis for understanding
(Dempsey & Arthur-Kelly, 2007; Eggen
& Kauchak, 2010; Fisher & Frey, 2010;
Westwood, 2007b).
Word count: 242737
EDUC4731 Magdalena Nowakowski2107771
10
minutes
10
minutes
Body: Activity 1 (Fruit counting).
*Assist students to wash and
dry their hands with soap and
paper towel.
*Guide students to the table
with the tablecloth on it.
*Using one of the types of
chopped up fruit, being
counting the pieces on the
table (line the fruit up) until
you reach 15. Encourage
students to count with the
teacher.
*Provide students with 10-15
pieces of the fruit in their
bowls. Remember to count
the pieces as they go into the
students’ bowls.
*Repeat this with the other
types of chopped up fruit.
Accommodations and adjustments: Teacher provides visual and verbal
support throughout the lesson in
conjunction with technology to assist
student learning and engagement
(Westwood, 2007b).
Vary the amount of assistance given
to individual students (Westwood,
2007b). Some students will need 1:1
and hand-over-hand support to
complete the task. Some students
will need light support. Some
students will complete work
independently.
Take into consideration students’
interests (technology, hands-on
activities).
Modelling/examples
Active participation strategies that are
utilised within the lesson, including
signalled responses (pointing, finger
signals), responding electronically and
providing additional waiting time (Price
& Nelson, 2013b).
It is important to provide explicit
teaching, instruction and practice for
students when students are asked to
complete table work (Dempsey &
Arthur-Kelly, 2007). This will ensure that
students know exactly what to do;
engagement and skill development will
Word count: 242738
EDUC4731 Magdalena Nowakowski2107771
be enhanced (Dempsey & Arthur-Kelly,
2007).
This lesson connects learning to other
subject areas (Health and P.E) and to
students’ experiences/lives (Price &
Nelson, 2014a). This allows for students
to connect learning to personal
experience and see the relationship
between previous knowledge and new
knowledge (Price & Nelson, 2014a).
It is vital to provide timely and
meaningful feedback to develop positive
teacher-student relationships, involve
and motivate students and support the
learning of students (Eggen & Kauchak,
2010; Salend, 2008; Wong, 2008)
It is important to praise students
frequently during lessons to increase
motivation (Mastropieri & Scruggs,
2010).
10
minutes
Conclusion: Get students’ attention and
refer back to what was
learned during the lesson.
Feedback on students
learning and effort throughout
the lesson by praising their
participation in the activities.
Put the YouTube video on the
smart board for students to
watch.
It is important to review key points and
what was learned at the end of a lesson
in order to consolidate learning (Price &
Nelson, 2014a; Westwood, 2007b).
Utilising exit questions as a method of
formative assessment can inform
teaching and planning for upcoming
lessons (Westwood, 2007b).
*Remember that the teacher must
observe students and note their
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EDUC4731 Magdalena Nowakowski2107771
*Encourage students to
engage with the song.
Exit question: Put the counting
exit question sheet on the
smart board for students and
ask them respond.
Explain that the lesson is now
finished.
responses to these questions.
Assessments: Photographic evidence of student participation during fruit counting activity.
Anecdotal notes of students learning, progress and interactions
Observations
Non-verbal responses
Monitoring student learning, engagement, participation, concentration and motivation
Exit question
Questioning (where possible)
Counting exit question sheet (for lesson conclusion)– Lesson 5
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Curriculum Area: Mathematics
Lesson topic: Counting objects (1-20)
Year level: Foundation Duration: 40 minutes
Lesson number: 6Performance Objective: By the end of this program, students will identify how many
objects are present (ranging from 1-20) by pointing to the correct number on a number
Word count: 242741
EDUC4731 Magdalena Nowakowski2107771
chart or verbally communicating the number, with 80% accuracy.
Content descriptors: Subitise small collections of objects (ACMNA003)
Connect number names, numerals and quantities, including zero, initially up to 10
and then beyond (ACMNA002)
Compare, order and make correspondences between collections, initially to 20, and
explain reasoning (ACMNA289)
Learning objectives:Students will understand that: That a single object is only counted
once.
That the arrangement of objects does
not affect how many there are.
Students will know: How to count between 1-20 objects.
Students will be able to: Recognise and determine how many
objects are present in different
situations
Essential questions: How many objects are there?
Why do we need to know how to
count objects?
Materials and resources: Smart board / computer
Peg number line (1-20)
Counting sheet (1-20)
Chalk
Writing pens
Small laminated number cards (1-20)
https://www.youtube.com/watch?v=0VLxWIHRD4E - YouTube video (song)
Lesson sequence:Time Lesson Content Comments/support/strategies
Introduction: Ring the bell and ask students
to sit on the chairs in front of
the smart board.
Provide a short re-cap of the
The teacher will be enthusiastic and
have high expectations, which will in
turn increase learner motivation (Eggen
& Kauchak, 2010).
Word count: 242742
EDUC4731 Magdalena Nowakowski2107771
learning that occurred in the
previous lesson.
Explain that students will be
learning about how to count
objects in the maths lesson
today.
Using the peg number line,
show students the process of
counting one peg at a time
from 1-20.
*Emphasise the importance of
one peg being placed on the
number line at a time.
*Encourage student
participation by allowing
students to put the pegs onto
the number line.
*Provide each student with a
peg number line to practice
counting with.
Explain that students will now
participate in the chalk
activity.
It is important to begin the lesson with a
short review of previous learning so as
to activate prior knowledge (Dempsey &
Arthur-Kelly, 2007).
Both teacher-centred (explicit) and
student-centred teaching strategies are
utilised in this lesson. The teacher
provides examples/demonstrations and
encourages student input and
participation during instruction (Pagliano
& Gillies, 2008; Salend, 2008). Using
explicit teaching can stimulate students
who are poorly motivated and provide
students with a basis for understanding
(Dempsey & Arthur-Kelly, 2007; Eggen
& Kauchak, 2010; Fisher & Frey, 2010;
Westwood, 2007b).
Body: Activity 1 (Chalk activity).
*Guide students to an open
space in the classroom.
*Using the chalk, begin
drawing circles and counting
each circle as it is drawn on
the carpet (reach 20).
*Provide chalk to students to
practice drawing shapes and
Accommodations and adjustments: Teacher provides visual and verbal
support throughout the lesson in
conjunction with technology to assist
student learning and engagement
(Westwood, 2007b).
Taking into consideration students’
interests (technology, hands-on
activities).
Vary the amount of assistance given
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EDUC4731 Magdalena Nowakowski2107771
counting these as they draw
them (allow students to
choose the colour of their
chalk and what shape they
want to draw).
*Assist students and provide
feedback during the activity.
Activity 2: Put the counting
sheet on the smart board for
students. Demonstrate how to
complete the first part of the
sheet.
*Encourage students to
participate during instruction
and elicit responses.
*Place the counting sheets
and writing pens on students’
desks.
*Provide assistance where
necessary.
*Remember to leave the
smart board on for students
who want to engage with the
activity using technology.
*Ensure students’ names are
on the number colouring
sheets and collect them from
students.
to individual students (Westwood,
2007b). Some students will need 1:1
and hand-over-hand support to
complete the task. Some students
will need light support. Some
students will complete work
independently.
Modelling/examples
Use simple language throughout the
lesson.
Re-teach concepts where necessary.
Allow time for practice (Westwood,
2007b).
Active participation strategies that are
utilised within the lesson, include
signalled responses (pointing, finger
signals), responding electronically and
providing additional waiting time (Price
& Nelson, 2013b). Provide non-
examples and examples for students to
indicate the correct example (non-verbal
students) – particularly during activity 2
and exit question task (Price & Nelson,
2013b).
It is important to include physical
movement during lessons where
possible. This encourages learning and
gives students a short break in order to
re-group and sustain concentration for
longer (O’Connor, 2013).
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It is important to provide explicit
teaching, instruction and practice for
students when students are asked to
complete table work (Dempsey &
Arthur-Kelly, 2007). This will ensure that
students know exactly what to do;
engagement and skill development will
be enhanced (Dempsey & Arthur-Kelly,
2007).
Providing students with choice is a
powerful teaching strategy, which
empowers students during the learning
process and motivates students to learn
(Allen, Cowdery & Johnson, 2012;
Pagliano & Gillies, 2008; Willis & Ebrary,
2007). This is evident throughout the
lesson, as students are able to choose
what they draw on the carpet.
Conclusion: Get the students’ attention
and refer back to what was
learned during the lesson.
Feedback on students
learning and effort throughout
the lesson by showing
examples of students
completed work.
Put the YouTube video on the
smart board for students to
watch.
*Encourage students to
It is important to review key points and
what was learned at the end of a lesson
in order to consolidate learning (Price &
Nelson, 2014a; Westwood, 2007b).
Utilising exit questions as a form of
formative assessment can inform
teaching and planning for upcoming
lessons (Westwood, 2007b).
*Remember that the teacher must
observe students and note their
responses to these questions.
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engage with the song.
Ask students to move back to
area where the chalk drawing
occurred. With students, count
the number of shapes that
students drew. At times,
pause and let students say
the number, rather than the
teacher saying the number.
Repeat this with other shapes
drawn by students around the
room.
Explain that the lesson is now
finished.
Assessments: Work samples: Counting sheet
Anecdotal notes of students learning, progress and interactions
Observations
Non-verbal responses
Monitoring student learning, engagement, participation, concentration and motivation
Exit question
Questioning (where possible)
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Counting sheet – Lesson 6
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References:
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Ashman, A. F., & Elkins, J. (2008). Curriculum, adjustments, and adaptations. In P.Pagliano, & R. M. Gillies (Eds.), Education for inclusion and diversity (3rd ed., pp. 201-234). Retrieved from http://flex.flinders.edu.au/file/6ca17ef0-296d-4e2c-8895-fb148534a5c8/1/Curriculum%20adjustments%20and%20adaptations.pdf
Dempsey, I., & Arthur-Kelly, M. (2007). A research base for effective teaching in thediverse classroom. In I. Dempsey, M. Arthur-Kelly, & (Eds.), Maximising learning outcomes in diverse classrooms (pp. 23-44). Retrieved from http://flex.flinders.edu.au/file/403f6a28-614f-4dcc-8aee-b3f7fc2b8ca6/1/A%20research%20base%20for%20effective%20teaching%20in%20the%20diverse%20classroom.pdf
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Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013a). Cognitiveexplanations of learning. Educational Psychology (4th ed., pp. 190-234). South Melbourne, Australia: Cengage Learning Australia
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Eggen, P. D., & Kauchak, D. P. (2010). Creating productive learning environments:principles and models of instruction. In P. D. Eggen, & D. P. Kauchak (Eds.), Educational psychology: windows on classrooms (8th ed., pp. 388-428). Retrieved from http://flex.flinders.edu.au/file/2996dff9-18f2-4366-b274-4876f903ece5/1/Creating%20productive%20learning%20environments%20principles%20and%20models%20of%20instruction.pdf
Fisher, D., & Frey, N. (2010). Quality core instruction: a necessary first step. In D.Fisher, & N. Frey (Eds.), Enhancing RTI : how to ensure success with effective classroom instruction and intervention (pp. 29-50). Retrieved from http://flex.flinders.edu.au/file/9a02508d-c365-4ed9-ab7d-d78b1232e67e/1/Quality%20core%20instruction%20a%20necessary%20first%20step.pdf
Hallahan, D. P. (2005). Cognition, metacognition, and memory in students withlearning disabilities. In D. P. Hallahan (Ed.), Learning disabilities: foundations, characteristics, and effective teaching (3rd ed., pp. 223-258). Retrieved from http://flex.flinders.edu.au/file/eb892947-0d54-4941-9cd7-554290250e36/1/Cognition%20metacognition%20and%20memory%20in%20students%20with%20learning%20disabilities.pdf
Jarvis, J. M. (2010). Differentiation for the many, not the few. SERUpdate, 20(2), 3-6.Retrieved from: http://web.seru.sa.edu.au/pdfs/SERUpdate%20June%202010.pdf
Killen, R. (2013a). Foundations for effective teaching and learning. In R. Killen (Ed.),Effective teaching strategies: lessons from research and practice (6th ed., pp. 22-59). South Melbourne, Australia: Cengage Learning Australia. (Original work published 1996).
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Mastropieri, M. A., & Scruggs, T. E. (2010). Effective differentiated instruction for all
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students. In M. A. Mastropieri, & T. E. Scruggs (Eds.), The inclusive classroom: strategies for effective differentiated instruction (4th ed., pp. 125-149). Retrieved from http://flex.flinders.edu.au/file/daba3fbe-7f69-448c-b14f-41ed07b694e1/1/Effective%20differentiated%20instruction%20for%20all%20students.pdf
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Price, K. M., & Nelson, K. L. (2014a). Critical Teaching Skills for Focusing Attention.Planning Effective Instruction: Diversity Responsive Methods and Management (5th ed., pp. 43-55). California, United States of America: Wadsworth, Cengage Learning
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Yell, M. L., Drasgow, E., & Lowrey, K. A. (2005). No Child Left Behind and StudentsWith Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 130-139. Retrieved from http://foa.sagepub.com.ezproxy.flinders.edu.au/content/20/3/130.full.pdf
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Appendix C – Post-Assessment task
The post-assessment is similar to the pre-assessment, however slight changes have been made in order to better relate to the new performance objective.
1. Match the numbers (e.g. pre-service teacher gives student a number card and student matches with identical number)
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4 5 67 8 9
10 11 1213 14 15
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16 17 1819 20
2. What is this number? (e.g. show me number three)
1 2 3
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4 5 67 8 9
10 11 1213 14 15
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16 17 1819 20
3. Which number comes next? (Pre-service teacher puts down number one and asks the students, which number comes next?)
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1 23 45
4. How many cars are on the page?
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Appendix D – Student results
= answered correctly
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x = answered incorrectly or not at all+ = answered partially
Student A Score Percentage Comments
Question 1 20/20 100%Correctly matched
numbers 1-20.
Question 2 20/20 100%Able to correctly identify
and name the numbers 1-20.
Question 3 x 0/5 0%Unable to order numbers
that are jumbled up. However, is able to follow the sequence of numbers on a page (e.g. 1, 2, 3, 4,
5) and count these in order.
Question 4 20/20 100%Able to count each object
one by one. Pointed to each object while
counting.
Student B was away for the last two weeks of the pre-service teachers practicum.
Therefore, it was not possible for student B to undertake the post-assessment task.
However, progression towards achieving the performance objective was evident for
student B throughout the instructional program. Student B was able to match
numbers 1-10 during lessons. Student B correctly named numbers 1-10 and started
to name numbers beyond 10. He was able to sequence numbers and count from 1
onwards. Student B was beginning to order numbers from 1-5 correctly, though it
was not clear to what extent he was able to understand this process. During lessons,
student B was able to count objects up to 10. His ability to count beyond 10 objects
was unable to be assessed due to his absence from school.
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