For this Work Product, you will demonstrate your ability to plan developmentally appropriate preschool math and science activities, and to plan, implement, and engage in critical reflection on an inte

Running Head: LESSON PLAN REFLECTION GUIDELINES 0

Lesson Plan Reflection Guidelines

Lua Shanks

Dr. Lucia

Walden University

06-23-2020

Lesson Plan Reflection Guidelines

What went well in the math lesson?

The objective of the lesson was achieved, which was to equip learners with mathematical skills. The learners were introduced to the study of the whole number. The class consisted of 30 children, and the assessment report revealed that more than 50 percent of the learners could pronounce the overall numbers, 60 percent can write the numbers, and 45 percent can identify the number. The use of charts in this lesson made the learners identify the numbers with a lot of ease. The preparation for the lesson was good because the learners participated somewhat in class. They remained active for more than three-quarters of the experience .70 percent of the learners submitted their books for assessment. Eighty percent of parents assisted the learning process by giving comments on the learner's achievements during this lesson. Feedback from parents is positive, as many parents expressed happiness on their children's learning progress.

What went well in the science lesson?

The objective of this lesson was to equip learners with the concept of weather patterns. The learners were allowed to identify the patterns and draw them as they were appearing in the charts which were issued to the children. Placing the children into groups of five also helped the students to collaborate and paint the drawings differently as each learner was required to paint hi/her drawing separately. The use of a group also made the learners share the scares paints and even use them sparingly (Altinkaynak & Erkul, 2018). The use of a song also motivated the learners towards paying attention to the lesson. The class consisted of a total of 25 children. Sixty-four percent of the learners can draw all the weather patterns, 53 percent can identify the weather patterns, and 70 can pronounce the name of the weather patterns. At the same time, 50 percent can identify, draw, and pronounce all the weather patterns.

Problems faced in both lessons

Some students are young and are not able to concentrate on paying attention in class. The preparation was not timely because the lesson took longer than expected. There was a need for an additional teacher to help manage and contain the learners. The use of paints, charts were not enough to teach these lessons. Other materials, such as toys, tablets, and videos, were supposed to be used for learners above two years. Learners above two years learn faster with videos, toys, and tablets compared to charts and paints. Conducting the lesson inside a classroom created boredom among the learners. Given that both experiences involved physical activities, the lessons were supposed to be done outside a school.

Were the lessons child-centered?

The lessons were child-centered because they were based on the things that children encounter in their daily experiences, such as weather patterns and whole numbers. Children are aware of the rain; they know the sun and can detect it when their wind. Similarly, children interact with money, use the money to buy sweats, see their parents use money, and hear their parents talking about money. Learning about whole numbers can be related to money (Lange, Brenneman & Mano, 2019). The use of paints and charts is also a way to identify if a learning activity is child-centered. The use of a song and to teach the children also makes the lesson to be child-centered. Skills that these lessons tested are writing, listening, artistic, and technological abilities of the children. The development of these areas leads to the development of cognitive thinking of a child.

What could I have done differently?

I could have conducted the lesson outside the classroom, or I could have organized for a meeting with another nearby school to bring the children together and hold the lesson together. This could have helped reduce the amount of work I had to do by myself; the children could have shared the resources better, there could be a sharing of knowledge between the children and I could have broken the boredom that was created among the students. Besides, I could have planned the lesson adequately to ensure that it doesn’t take long. I could have used many materials as possible to teach these lessons to help developing the children’s memories.

What I learn from the experience

I learned that children learn faster through seeing than talking. The use of charts and paints is of great importance while teaching children. I realized that the number of children who can remember the images of the drawings of the weather patterns is more than those who can draw. This shows how models impact learning for young children. I also learned that children pay attention when given promises such as “whoever finishes fast will get a double share of the ice,” “whoever draws well will be given a new pencil,” etc.

References

Altinkaynak, S. Ö., & Erkul, R. (2018). Determination of Pre-School Teachers' Competences to Prepare Children to Literacy. Online Submission, 5(6), 228-243.

Lange, A. A., Brenneman, K., & Mano, H. (2019). Teaching STEM in the Preschool Classroom: Exploring Big Ideas with 3-to 5-year-olds. Teachers College Press.