shared_screen_with_speaker_view(CC) (3)

Counting Basics

  • Counting from 1 to 20

    • Sequence: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

    • Encouragement to practice counting together.

  • Counting from 20 to 40

    • Sequence: 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40

    • Invitation to come and continue counting to 100.

  • Counting from 40 to 60

    • Sequence: 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60.

    • Enthusiasm for counting.

  • Counting from 60 to 100

    • Sequence: 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80

    • Sequence continues until 100 with excitement to count together.

Days of the Week

  • Introduction to Days

    • Days: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

    • Interaction with students to read and practice.

  • Help in understanding

    • Asking students about the current day (e.g., Tuesday) and what comes before or after it.

Recap and Engagement

  • Interactive Activities

    • Students are engaged in counting, recalling, and reading aloud.

    • Emphasis on teamwork in learning from each other.

Date Changes and Calendar Understanding

  • Changing Date Interaction

    • Classroom activity to update the current date (e.g., November 19th) with student involvement.

  • Date Education

    • Offering predictions about future days based on current knowledge.

Math Practice

  • Subtraction Techniques

    • Hands-on activities where students hold up fingers to visualize subtraction problems.

  • Multiple Ways of Representation

    • Students learn to represent numbers through fingers, tally marks, and equations.

Math Tricks & Techniques

  • Tricks to Check Work

    • Encouragement to check answers by reversing operations in subtraction (Adding the result to the subtracted number should yield the original number).

Importance of Accuracy

  • Discussion on Mistakes

    • Normalizes making errors in math and the importance of checking work before finalizing answers.

  • Students encouraged to slow down and ensure accuracy.

Music & Movement Breaks

  • Physical Activity

    • Engaging students in physical movement which includes counting activities during transitions (climbing mountains, running races).

Lunch Time and Fun Break

  • Transition to Lunch

    • Songs and rhythmic counting emphasizing the fun in lunchtime routines.

    • Encouragement to enjoy personal lunch breaks with a reminder about eating and relaxation.


Best Practices by the Teacher:

  1. Interactive Counting: Encourages students to practice counting together to reinforce understanding.

  2. Sequential Learning: Breaks down counting into manageable segments (1-20, 20-40, 40-60, 60-100) to build confidence gradually.

  3. Engagement with Days of the Week: Introduces days through interactive reading and questioning to promote engagement.

  4. Classroom Date Updates: Involves students in activities that require updating the current date, enhancing calendar understanding.

  5. Hands-on Subtraction Techniques: Uses physical methods, like holding up fingers, to visualize and understand subtraction concepts.

  6. Multiple Representation Techniques: Teaches students to represent numbers using fingers, tally marks, and equations to cater to different learning styles.

  7. Encouragement and Normalization of Mistakes: Encourages students to check their work and view mistakes as a normal part of learning, promoting a growth mindset.

  8. Physical Activity Integration: Incorporates music and movement breaks during learning activities to maintain energy levels and enhance focus.

  9. Engagement in Lunch Routines: Engages students in rhythmic counting during transitions to promote a fun and enjoyable atmosphere before break.


Areas for Improvement:

  1. Differentiated Instruction: While the teacher engages all students, she may consider implementing more differentiated instruction strategies to cater to varying skill levels among students.

  2. Incorporating Technology: Utilizing educational technology could enhance learning experiences and engagement, making use of apps or interactive games related to counting and math.

  3. Providing More Visual Aids: Adding more visual aids or manipulatives may help reinforce concepts, especially for visual learners.

  4. Encouraging Advanced Problem Solving: Introducing more complex problems for advanced students can challenge them and prevent disengagement.

  5. Regular Assessments: Implementing formative assessments regularly can help identify students' progress and areas where they may struggle.

  6. Feedback Mechanisms: Creating systems for providing timely and constructive feedback to students could enhance their learning journey.

  7. Parent Involvement: Increasing communication with parents regarding their child's progress and how they can support learning at home may reinforce concepts taught in class.

  8. Flexibility in Teaching Methods: Adopting a more flexible approach to teaching methods may better accommodate spontaneous student interests or questions that arise during lessons.

  9. Classroom Management Techniques: Further developing classroom management techniques may help maintain an ideal learning environment, particularly during more active counting or movement activities.


Instructional Design (ID)

  1. ID1: Learners have access to appropriately challenging curriculum (providing rigor, relevance, and fostering positive relationships).

    • Observation: The lessons include interactive counting and hands-on math techniques that are supportive and encourage positive relationships among students.

    • Rating: Evident

  2. ID2: Learners engage in a competency-based curriculum.

    • Observation: Students have opportunities to practice counting and math at their own pace through hands-on activities.

    • Rating: Somewhat Evident

  3. ID3: Instructional design incorporates evidence-based strategies appropriate for digital learning environments.

    • Observation: While the lesson is primarily hands-on, there are mentions of potential for digital tools (suggestions for incorporating technology are noted).

    • Rating: Not Observed

  4. ID4: Instruction is designed to encourage collaboration with peers and mentors in meeting high learning expectations.

    • Observation: The activities involve teamwork and peer interactions, particularly during counting activities.

    • Rating: Highly Evident

  5. ID5: Learners demonstrate work that reflects the high expectations of the instructional design.

    • Observation: Students actively participate in activities and show understanding during classroom discussions.

    • Rating: Evident

Learning Engagement (LE)

  1. LE1: The mentors and learners collaborate on personalized learning experiences that provide equity in learner voice and choice.

    • Observation: Students are invited to participate and take part in discussing the current date and activities, showing personalized interactions.

    • Rating: Somewhat Evident

  2. LE2: Learners engage in rigorous learning experiences, including interaction between peers and mentors and the use of higher-order thinking skills.

    • Observation: The counting and subtraction exercises challenge students and involve critical thinking.

    • Rating: Evident

  3. LE3: Learner interactions with peers, mentors, and the academic content permeate the digital environment.

    • Observation: No digital individual interactions are included, but classroom collaboration is evident.

    • Rating: Not Observed

  4. LE4: Learners make connections from the digital learning environment to real-life experiences.

    • Observation: There are connections made between counting and real-life activities, but lack of a digital context diminishes this aspect.

    • Rating: Somewhat Evident

Platforms and Technologies (PT)

  1. PT1: Learners have equal access to resources in an LMS or CMS to enable classroom discussions, activities, digital tools, and support.

    • Observation: Resources should be more effectively utilized; not much access to platforms was noted.

    • Rating: Not Observed

  2. PT2: Learners use digital resources to gather, evaluate, and/or use information for learning.

    • Observation: Digital resources were not evident in the lessons observed.

    • Rating: Not Observed

  3. PT3: Learners use digital resources to conduct research, solve problems, and/or create original works for learning.

    • Observation: Lack of evidence that students are using digital resources during lessons.

    • Rating: Not Observed

  4. PT4: Learners use digital platforms to communicate and/or work collaboratively for learning.

    • Observation: No specific interactions with digital platforms noted in the classroom dynamics.

    • Rating: Not Observed

  5. PT5: Learners and mentors engage in interactive digital platforms that have the capacity to support new technologies.

    • Observation: No interactive digital engagement was observed in the lessons.

    • Rating: Not Observed

Assessment for Learning (AL)

  1. AL1: Learners engage in a process that includes goal setting, self-assessment, and reflection on learning with support from mentors.

    • Observation: Goals are not explicitly discussed, but students reflect during activities.

    • Rating: Somewhat Evident

  2. AL2: Learners engage consistently in active communication (static and dynamic) with mentors about their learning goals.

    • Observation: Communication occurs during class, but it is not consistently documented as ongoing progress.

    • Rating: Somewhat Evident

  3. AL3: Learners engage in the coaching process with their mentors in their progress towards learning goals.

    • Observation: Teacher guidance is evident during activities, but individual coaching isn’t highlighted.

    • Rating: Somewhat Evident

  4. AL4: Learners take responsibility in the creation and attainment of their learning goals.

    • Observation: Students participate in activities, but there is little discussion of personal goal-setting.

    • Rating: Not Observed

  5. AL5: Learners engage consistently in active feedback (static and dynamic) with mentors.

    • Observation: There is some feedback during group activities, but not structured feedback offered visibly.

    • Rating: Somewhat Evident

Digital Learning Community (DLC)

  1. DLC1: Learners are engaged in promoting digital citizenship and a culture of connectedness.

    • Observation: Classroom dynamics show respect but lack focus on digital citizenship specifically.

    • Rating: Not Observed

  2. DLC2: Learners communicate and interact respectfully with mentor(s) and each other.

    • Observation: Interaction is respectful during classroom activities.

    • Rating: Highly Evident

  3. DLC3: Learners and mentors have opportunities to develop empathy and respect for personal and socio-cultural differences among members within the community.

    • Observation: Activities do not prominently feature diversity discussions.

    • Rating: Not Observed

  4. DLC4: Learners and mentors have opportunities to build a sense of community by fostering positive relationships.

    • Observation: The classroom environment fosters positive relationships among students and the teacher.

    • Rating: Highly Evident