EDU 542 Lesson Plan #4

Allison Hardin
Lesson Plan #4

Putting It All Together

Cooperative Learning Model

Social Learning Theory
Chapter 12 pages 309-343
Kindergarten Math
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
● Materials - List all of the materials you will need for teaching this lesson.
➢ Hexagon chart (contains attributes of a hexagon): Hexagon Chart
➢ Various sizes of attributes blocks: Attribute blocks
➢ How Many Ways?
➢ Hexagon Fill In
● Vocabulary - List key vocabulary terms needed for this lesson
➢ Hexagon
➢ Vertex
➢ Attributes
● Literature - List supporting literature or reading material
➢ Hexagon by Ann-MarieKishel

2. OBJECTIVE
● At the end of the lesson, students in Kindergarten will be able to accurately use smaller shapes to construct larger shapes.

● State the Cognitive Taxonomy /DOK Level

➢ Remember: Students will recall and repeat attributes of a hexagon.
➢ Apply: Students will apply the attributes of a hexagon to complete the Hexagon Fill In worksheet by using
information in new situations.

● List the standards met by this objective.

➢ K.G.B.6 Compose simple shapes to form larger shapes.
➢ SL.K.1.a Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups. Follow agreed-upon rules for discussion (e.g., listening to others and
taking turns speaking about the topics and texts under discussion).

3. ASSESSMENT Perfect Assessment Tool Rationale:

● Label your method of assessment as authentic, formal,
or informal and the type of assessment tool used (ex. a
rubric).
➢ Informal
➢ Worksheet
● Describe your assessment tool and how it supports the
brain for excellent learning.
➢ The Hexagon Fill In will be completed
independently. Students will need to fill in the
hexagons (by drawing shapes) with pencil
instead of the attribute blocks.
➢ This informal assessment supports the brain
for excellent learning because it is less
stressful on the students. They often do not
feel the pressure of a formal assessment.
Informal assessments such as The Hexagon
Fill In, allow the student’s brain to gradually
adapt to the content in a natural setting.
● Provide a rationale as to how this assessment links with
or supports this theoretical model.
➢ This assessment links with the Social Learning
Theory through students observing the teacher
manipulate the attribute blocks to fit in the
hexagon. Students will be imitating or modeling
this process on their group task and individual
assessment.
➢ This assessment links with the Cooperative
Learning Model because students will
experience working in small groups together on
a common task. This will guide them in
completing the Hexagon Fill In worksheet
because they will be familiar with the process.
● Include a copy or your assessment tool.
Hexagon Fill In
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4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
● 1. The Central Focus is a statement of the important understandings and core concepts that you want students to develop in
the learning segment.
➢ In this learning segment, students will develop the skills to construct a bigger shape out of smaller shapes by putting
them together.
● 2. Clearly state (to the students) how this lesson will benefit them. This statement lets students know WHY you are spending
their time on this lesson.
➢ “Boys and girls, today you will be able to fill in a hexagon with other shapes. It is important to know how to transfer
your learning with manipulatives to paper and pencil because this will prepare you for test taking in the future”.

5. MOTIVATION FOR LEARNING

● Identify the type of motivation (i.e., intrinsic/extrinsic) that is appropriate for this theoretical model.
➢ Intrinsic motivation is appropriate for this Cooperative Learning Model because the students will be engaging for
personal satisfaction. Demonstrating the ability to construct a larger shape from smaller shapes can lead to a sense
of internal accomplishment.
● Describe exactly what you will do to in this lesson to support motivation to learn.
➢ Gather students on the rug with their individual whiteboards.
➢ Tell them to draw a 2D shape (learned from prior lesson) and turn to their partner and tell them what shape they
drew and describe it (sides, corners).
➢ Call on students using popsicle sticks and have them share their answers with the whole class.
● How will this lesson promote a Growth Mindset?
➢ Students will have the opportunity to engage in whole class, group, and partner discussion. The students will
actively communicate verbally, listen carefully, raise their hand and support classmates with positive comments or
gestures that can increase their confidence resulting in perseverance.

6. PRE-LESSON - Just before teaching the new lesson do the following:

● Review/Make Connections to Previously Learned Material (Advance Organizer appropriate)
➢ Students and teacher will create a 2D shapes chart together to review previously learned material. Students will be
able to reference the 2D shape chart during group and individual work. The shape chart will include a variety of 2D
shapes and their attributes.
Advanced organizer

● Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)
➢ “Boys and girls, today you are going to learn how to make larger shapes using a variety of smaller shapes.”

6. LESSON BODY: Provide text page #315-317 for your lesson. Follow the exact steps provided in the text for the
lesson you are teaching. Clarity is the key.

Step 1: Introduce the Task

● Teacher introduces the content by reviewing Hexagon chart.
➢ Teacher holds up hexagon shape and asks, “What shape is this?”
➢ After students recognize the shape as a hexagon, teacher asks “what makes this shape a hexagon?”
➢ Teacher will guide students to think about the number of sides and points (corners, vertices).
➢ After making a connection to prior learning, teacher holds up small triangle and asks, “Do you think this
small triangle can fit inside this hexagon?”
➢ Teacher displays hexagon and smaller shapes on overhead for students to observe teacher modeling of
filling hexagon with smaller shapes inside.
➢ Teacher demonstrates manipulating various shapes to make them fit into hexagon such as flipping or
turning a smaller shape, so it fits.
● Teacher explains the students’ individual and group tasks.
➢ Teacher tells students that they will be working together in small groups to see how many different ways
they can fill a hexagon with other shapes.
➢ Teacher explains that each group member will have a different responsibility.
❏ Student #1- responsible for fitting in triangles
❏ Student #2- responsible for fitting in diamonds
❏ Student #3- responsible for fitting in squares
❏ Student #4- responsible for fitting in trapezoids

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 Step 2: Name, Teach, and Practice Targeted Social Skills
● Teacher reviews expected cooperative social skills from all participating groups by making a list on the whiteboard
with the students for them to reference. Teacher accepts all answers.
➢ Ask questions
➢ Assist group members
➢ Individual and group accountability: Each student is responsible for doing their part and the group is
accountable for meeting their goal.
➢ Positive attitude
➢ Good listener
➢ Takes turns
➢ Respectful
➢ Contributes ideas
● Teacher calls 2 volunteers to the front of the classroom to demonstrate/role play one of the cooperative social skills
that will be expected. Teacher may choose to have additional volunteers for a few more positive demonstrations.
● Teacher calls on 2 volunteers to demonstrate/role play bad examples of social skills.
● Teacher plays Youtube video clip of positive and negative teamwork. Teacher will stop the video and ask students if
this was an example of positive or negative teamwork. After the students have identified the correct one, the
teacher will proceed with the video of positive teamwork.
Youtube video: Work Together as a Team

Step 3: Implement the Lesson and Monitor Student Interactions

● Students are excused back to their table groups that they will be working in.
● Each group is provided with the same set of attribute blocks and one (per group) hexagon worksheet, “How Many
Ways?”
● Students will work with their group members taking turns with their individually assigned shape and fill in the 6
hexagons as many different ways as they can as a group.
● Teacher will remind students that the shapes must fit perfectly when they are done.
● Teacher will remind students that they will need to be demonstrating the cooperative social skills that show positive
teamwork from the list that the class created together.
● Students engage in the learning task as teacher circulates the room, monitoring groups by reinforcing collaborative
behaviors, conducting observations, and assessing social skills.

Step 4: Summarize Learning

● Teacher engages students in an activity that summarizes what they have learned from the lesson and social skills.
➢ Teacher explains that students will now join another group to explain and share their work.
➢ Students will discuss their interpersonal skills and problem-solving strategies with their classmates in other
groups. Students will explain to the other group members what shapes they used and how they used them
to fill in the 6 hexagons.

Step 5: Measure Group and Individual Accountability

● Teacher will assign a reflection piece as a solution to show how their group worked to complete their task. This will
be used to decide how students and groups can be held accountable for their collaborative learning and individual
contributions. Students engage in self-analysis and reflection to determine the equality of group and peer
participation.
➢ Group and Individual Accountability Survey
➢ Teacher will guide students through survey together as a whole class
➢ Teacher will read each question one at a time explaining how to answer.
➢ Teacher will provide students time to answer each question before moving onto the next one.

Step 6: Assess Learning

● Students will be individually assessed by completing the informal assessment, Hexagon Fill In to determine the
level reached for the learning goal/objective.
➢ The Hexagon Fill In will be completed independently. Students will need to fill in the hexagons (by drawing
shapes) with pencil instead of the attribute blocks.

7. ASSIGNMENT
● Design a brain compatible Perfect Assignment to support this lesson.
➢ The Hexagon Fill In is a worksheet that will be completed independently. Students will need to show their
understanding by filling in the hexagons (by drawing shapes) with pencil instead of the attribute blocks.

● Explain why it is the perfect assignment based on how the brain learns.
➢ This assignment works well based on how the brain learns because it is a casual assessment that is less stressful
on the brain allowing more room for learning. Students often do not feel the pressure of a formal assessment.

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 Informal assessments such as The Hexagon Fill In, allow the student’s brain to gradually adapt to the content in a
natural setting.

● Attach a copy.
➢ Hexagon Fill In

8. Student Work Examples/Technology Support

● Attach samples of student work. Include a variety of levels of performance.
➢ Student samples

● Add technology support (ex. www resources/interactive activities etc.)

➢ Youtube video: Work Together as a Team

Reflective Thinking/Curriculum Evaluation @50 Points

9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow the format
provided below and provide a professional quality reflective analysis of your work.

a. Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete
unused SLOs.

SLO 2: Evaluate and conduct research to improve instructional practices and institutional cultures.
This Cooperative Learning Model lesson plan used research to improve instructional practice by exploring various ways to
promote positive relationships and interaction among diverse student populations. This investigation led to professional
knowledge about this model and the ability to transfer learning to the students on the central focus of developing the skills to
construct a bigger shape out of smaller shapes by putting them together.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

● Explain how this lesson supports helping students reach levels of deeper learning.
➢ The students are fostering a deeper understanding of the characteristics of cooperative learning such as, positive
interdependence, individual accountability, group processing, promotive interaction, and interpersonal and small
group social skills. Knowledge of these characteristics can positively impact student learning and development.

● How does this model make learning stick in long term memory?
The Cooperative Learning model makes learning stick through:
➢ providing students opportunities to develop social skills
➢ helping students build positive relationships with peers
➢ developing skills to be a “team player”
➢ enhance problem-solving skills
➢ building self-esteem
➢ understanding individual accountability

● Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
➢ This model would be appropriate for a variety of grade levels and content areas that focuses on cooperative
group/team work.
➢ Strengths based on this theory include:
❏ developing a student's ability to work well with others in a social learning environment
❏ learning how to be held accountable for their individual responsibilities.
❏ creating a learning community
➢ Weaknesses in this lesson model include:
❏ Group dynamic dilemmas: not all students work well with others.
❏ Uneven workloads: some students do more work than others.
❏ Classroom management challenges: the level of socializing can become a distraction in the learning
process and the noise level can be difficult to manage.

● How will you support advanced/ELD/Special needs learners through using this model?

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 ➢ Advanced:
❏ have this student write down the number of each shape he/she used for each hexagon.
❏ have this student write down the number of sides for each shape.
➢ ELD:
❏ provide this student with a cut out of the shape they were assigned with picture and word in English and
Native language
❏ make all visuals in the front of the classroom accessible for this student to reference.
❏ closely monitor this student’s social interaction.
❏ repeat instructions as needed.
➢ Special needs:
❏ make their individual responsibility clear: provide this student with a triangle cut-out for group task as a
visual reminder of their individual responsibility of fitting in the triangles.
❏ make all visuals in the front of the classroom accessible for this student to reference.
❏ closely monitor this student’s social interaction.
❏ repeat instructions as needed.

● Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.
➢ This lesson supports the CCSS below by implementing the ability for students to work together to achieve a
common goal while understanding their individual and group responsibility.
➢ K.G.B.6 Compose simple shapes to form larger shapes
➢ SL.K.1.a Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups. Follow agreed-upon rules for discussion (e.g., listening to others and
taking turns speaking about the topics and texts under discussion).

b. Link to Theory:

● Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist).
➢ This lesson is closely linked to the Social Learning theory based on the idea that students are engaging in a
learning process that acquires new behaviors through observing and modeling peers.

● Link this lesson to one or more of the Big Ideas and provide a rationale.
➢ 8. Learners benefit from hearing or reading the ideas of others
➢ Big Idea #8 emphasizes the idea that students are conditioned through their environment. This idea can be linked to
this lesson by students examining group-constructed knowledge through the process of providing feedback to group
members, listening carefully to peers, and learning in a social context (change in child’s environment can produce a
change in their behavior).

● Describe technological resources you have found useful.

➢ Youtube video: Work Together as a Team
This entertaining video is appropriate for the content and grade-level of this lesson. The video introduces students
to positive and negative social skills needed to accomplish a group task.

c. Growth Mindset

● How you might reward learning according to the Growth Mindset research.

➢ Students that have a Growth Mindset believe that their knowledge can be increased through working hard and
persevering. One way I would reward this mindset is challenging their knowledge to a deeper level of understanding
by providing them with an extended learning activity. This activity can include dividing the class into 2 teams to see
which team can build the most shapes using smaller shapes in a given amount of time. Another way to reward a
growth mindset is to praise the students’ effort either verbally or with tangible items teaching them that their
intelligence can increase.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

● Discuss what went well and what changes you have made for improving learning.

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 ➢ If this lesson were implemented in a real classroom, I think the area that would go well would be Step 4:
Summarize Learning. I believe that students would be entertained by joining another group to explain and share
their work. They would be learning from others by discussing their interpersonal skills and problem-solving
strategies with their classmates.
➢ One change that I would make to improve learning for this Cooperative Learning model would be to implement
more technology. I believe that providing a variety of learning strategies can keep the students interest and increase
motivation.

● What have you learned about how learning happens?

➢ I have learned that learning happens when students are engaging in a learning process that acquires new
behaviors through observing and modeling peers as seen in Step 3: Implement the Lesson and Monitor Student
Interactions.

● What more do you need to read or learn?

➢ I would love to extend my learning on ways to provide additional supports and accommodations for
advanced/ELD/Special needs learners through using this model.
● How does this add to your credibility to supervise student teachers?
❏ If I were to supervise a student teacher in the future, this lesson can add to my credibility by providing
understanding on the specific steps to teach a Cooperative Learning Model. A student teacher would be able to
clearly follow the steps outlined in this lesson to deliver interaction with the environment.