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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?


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


(ACMNA001)





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 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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1 3

6 817



Lesson topic: Matching/identifying numbers (1-20)

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6 8

18






Content descriptors: Establish understanding of the language and processes of counting by naming


(ACMNA001)





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 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)


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.


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.



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).


student-centred teaching strategies are

utilised in this lesson. The teacher

provides examples/demonstrations 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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https://www.youtube.com/watch?v=0VLxWIHRD4E


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


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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.


finished.





Assessments: Photographs of student’s involvement in activities.


Observations


Exit question



Lesson topic: Counting objects (1-5)


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Content descriptors: Subitise small collections of objects (ACMNA003)





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?


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)


Word count: 242724

https://www.youtube.com/watch?v=de0Beo16fqI


5 minutes

10

minutes


to sit on the chairs in front of

the smart board.



previous lesson.


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.



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).






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,

Word count: 242725


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.


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


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

Word count: 242726


*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.




& Nelson, 2013b).



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

Word count: 242727


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.


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.


finished.


what was learned at the end of a lesson

in order to consolidate learning (Price &

Nelson, 2014a; Westwood, 2007b).








Assessments: Work samples: Counting sheet


Observations


Exit question


Word count: 242728


Counting sheet – Lesson 3

Word count: 2427

129







Word count: 242730









once.






situations



count objects?


Egg cartons (separate 1 – 10 egg spaces)

Unifex blocks

Counting sheet

Writing pens


Masking tape (2x number lines)

https://www.youtube.com/watch?v=DR-cfDsHCGA - YouTube video (song)

http://pbskids.org/games/123/ - Interactive counting game







Word count: 242731

http://pbskids.org/games/123/

https://www.youtube.com/watch?v=DR-cfDsHCGA


the smart board.



previous lesson.


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.


participating in the number

line activity.

& Kauchak, 2010).





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.













Westwood, 2007b).









Word count: 242732


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.



students. Demonstrate and

explain how to complete the

first part of the sheet.






desks.

Accommodations and adjustments: Teacher provides visual and verbal




(Westwood, 2007b).








independently.

Taking into consideration students’

interests (technology, hands-on

activities).

Use simple language throughout the

lesson.

Re-teach concepts where necessary.


2007b).

Active participation strategies that are

utilised within the lesson, including




& Nelson, 2013b). Provide non-

examples and examples for students to

indicate the correct example (non-verbal

students) (Price & Nelson, 2013b).

Word count: 242733



necessary.








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).


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)


frequently during lessons to increase

motivation (Mastropieri & Scruggs,

2010).

Conclusion: Get students’ attention and

refer back to what was






completed work.



watch.



Ask students to sit in front of





It is vital to observe students interaction

with the interactive game and to note

down students’ understandings through

their responses during the game.

Word count: 242734


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.


finished.


Anecdotal notes of students learning, progress and interactions (particularly with the

interactive game)

Observations

Non-verbal responses


Exit question




Word count: 2427

1

35













once.


not affect how many there are




situations



count objects?

Materials and resources: Peg number line (1-15)

Chalk

Counting exit question sheet (1-15)

Writing markers


Chopped up fruit pieces (strawberries, bananas, oranges)

Bowls

Tablecloth

Soap

Word count: 242736


Paper towel

Gloves

https://www.youtube.com/watch?v=9cAGoxFqSFQ - YouTube video (song)


10

minutes



the smart board.



previous 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.




& Kauchak, 2010).

















Westwood, 2007b).

Word count: 242737

https://www.youtube.com/watch?v=9cAGoxFqSFQ


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.





(Westwood, 2007b).








independently.

Take into consideration students’


activities).

Modelling/examples


utilised within the lesson, including




& Nelson, 2013b).








Word count: 242738



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).


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)


frequently during lessons to increase

motivation (Mastropieri & Scruggs,

2010).

10

minutes

Conclusion: Get students’ attention and

refer back to what was




the lesson by praising their

participation in the activities.



watch.











Word count: 242739




Exit question: Put the counting

exit question sheet on the

smart board for students and

ask them respond.


finished.


Assessments: Photographic evidence of student participation during fruit counting activity.


Observations



Exit question


Counting exit question sheet (for lesson conclusion)– Lesson 5

Word count: 242740







Word count: 242741









once.






situations



count objects?


Peg number line (1-20)

Counting sheet (1-20)

Chalk

Writing pens


https://www.youtube.com/watch?v=0VLxWIHRD4E - YouTube video (song)




the smart board.





& Kauchak, 2010).

Word count: 242742

https://www.youtube.com/watch?v=0VLxWIHRD4E



previous 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.

















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





(Westwood, 2007b).

Taking into consideration students’


activities).


Word count: 242743


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.



students. Demonstrate how to

complete the first part of the

sheet.






desks.


necessary.








students.







independently.

Modelling/examples

Use simple language throughout the

lesson.

Re-teach concepts where necessary.


2007b).


utilised within the lesson, include




& 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).

Word count: 242744










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






completed work.



watch.






Utilising exit questions as a form of







Word count: 242745



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.


finished.



Observations



Exit question


Word count: 242746



Word count: 242747


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http://foa.sagepub.com.ezproxy.flinders.edu.au/content/20/3/130.full.pdf

http://flex.flinders.edu.au/file/0d75eb1e-5c5b-431f-85db-90ec04b3436b/1/Assessment%20for%20learning.pdf

http://flex.flinders.edu.au/file/0d75eb1e-5c5b-431f-85db-90ec04b3436b/1/Assessment%20for%20learning.pdf

http://flex.flinders.edu.au/file/5c89f0d8-3a75-420c-8839-bdb6f5697985/1/Success%20for%20all%20students%20in%20inclusion%20classes.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)

1 2 3 Word count: 242752


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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