Reflection

1. Why did we choose this unit topic?

We chose the Colors unit for preschoolers. One of the reasons is that colors are suitable to be taught
with the tools that our CEIT319 course led us to use. They will learn the colors' names and gain
information about the primary and secondary colors. The tools are helpful for children to
understand those concepts better. With the tools we prepared in the unit and lesson plans, children
will benefit from their interactivity, captured by visual attraction, and engage and learn better using
them. The teachers can also implement them easily in the lesson plan.

2. When we are planning your unit and lesson plans, which of the ASSURE steps do we
think we spend most of your time thinking about? Why?

Analyzing the learners was the one that took the longest time to think about, since we are working
with the children of 60-72 months old. Their general characteristics, specific entry competencies
and learning styles was the one that must be carefully thought of. Also, selecting strategies,
technology, media and materials was also took a long time to think about, to determine which
material would be more beneficial in which lesson plan.

3. For each individual phases in the ASSURE model, please write your experiences and
rationales while designing your unit plan, lesson plan, and materials. Make sure your
reflection involves your answers to these questions:

We did not want a pre-requisite; we started by teaching the names of the children assuming that
they do not know the colors while preparing the lesson plans. We decided that the first lesson
should be 2 40-minute lessons, because learning and practicing the name requires more time.

We thought that teaching colors to children would be appropriate for 60-72 months and chose our
unit topic accordingly. We divided our lesson plans into teaching colors in general, and then
teaching primary colors and intermediate colors. In this way, we created a progressive and inclusive
model.

We chose a website for our unit and a survey and concept map for our first lesson plan. This was
because the first lesson plan was more inclusive, and all the colors would be easier to understand on
the concept map. Together with Survey, we have evaluated the topics presented in the concept map.

For the first lesson plan, we made a plan based on presentation and discussion in general. Colors are
taught to students by making a presentation, and they are discussed at the same time as they are
evaluated by survey.
In these tools, which we shared according to the topics of the lessons, we first thought about the use
of concept maps, which is more suitable for collective expression, and planned it this way. We then
chose the appropriate use of survey for evaluation.

Student participation for the first lesson plan was not initially considered because there is a
presentation and explanation involved. In the next part, a participation was planned for more
discussion and sharing of ideas.