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 Instructional Design

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  • Subject

Mathematics.

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  • Level of instruction

Pre-kindergarten.

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  • Intended audience

Pre-kindergarten students in a Texas public school, primarily in a bilingual setting, parents and teachers.

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  • Key institutional documents

Texas Prekindergarten Guidelines 2022.

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  •  Competency-based education (CBE) or outcome-based education (OBE)

Outcome-Based Education (OBE), because OBE focuses on the desired learning outcomes, ensures that students achieve specific competencies related to mathematical understanding through gamified activities.

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  • Design Approach

It is based on the Blended Learning with Gamification approach. The face-to-face teaching methodology is combined with online learning activities and interactive digital game elements to aid in motivating and engaging young learners. Gamification promotes engagement by enabling fun and interactivity, an important focus element for pupils at the pre-kindergarten level. This would be particularly effective for Pre-Kindergarten, as it allows for a fun and interactive environment that supports cognitive and social development and allows personalized learning paths based on each student's progress.

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  • Balance assessment Or/For/As learning

Assessment will be balanced as follows:

For Learning: Ongoing formative assessments (observations and informal assessments during activities) to guide instruction.

Of Learning: Summative assessments to evaluate overall understanding at the end of a unit.Observational checklists to track mastery of fundamental math concepts and skills.

As Learning: Self-assessment opportunities for students to reflect on their learning experiences through simple tools like learning journals or visual progress charts.

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  • Moving learners into deeper learning

This design moves learners into deeper learning by:

Progressing from concrete to abstract mathematical concepts.

Encouraging critical thinking and problem-solving through game challenges.

Promoting collaborative learning and communication skills through gamified activities.

Connecting math to real-world contexts through themed games.

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  • Controls the learning

The control of the learning is shared. Teachers facilitate and create opportunities for learning experiences, but students using the COVA approach can get the opportunities to empower learning by choosing games, difficulty levels, and play partners. This supports developmentally appropriate practice for Pre-Kindergarten learners.

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3 Column Table 

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Implementation Outline for five weeks

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Course: Numbers sense.

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Teacher: Nelly Guedez

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Contact Information: neyrus17@gmail.com

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Courses Objectives:

  1. Develop the ability to recite numbers from 1 to 10 in order and from memory.

  2. Recognize numerals 1 to 10.

  3. Understand that each number word corresponds to a single object.

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Texas Prekindergarten Guidelines Alignment:

  • Domain: Mathematics

  • Skill Areas:

Number Sense: The child counts verbally or rote counts to at least 10, counts 1-10 items with one count per item, and recognizes numerals 0-10.

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• PK4.V.A.1 Child rote counts from 1 to 30.

• PK4.V.A.2 Child counts up to 10 objects with one-to-one correspondence.

• PK4.V.A.3 Child counts up to 10 items and demonstrates cardinality by communicating

that the last number indicates how many items are in the set.

• PK4.V.A.4 Child instantly recognizes the quantity of up to 6 objects without counting (subitizes).

• PK4.V.A.5 Child recognizes numerals 0-10.

• PK4.V.A.6 Child represents quantities up to 10.

• PK4.V.A.7 Child begins to understand that numbers 0-10 can be composed and decomposed in various ways to represent a quantity.

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Schedule

Week 1: Building Foundational Knowledge - Introduction to Numbers 1-5.

Week 2: Building Foundational Knowledge- Introduction to Numbers 6-10.

Week 3: Reinforcement and Practice.

Week 4: Application and Integration.

Week 5: Review and Mastery.

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Week 1: Building Foundational Knowledge - Introduction to Numbers 1-5

  • Focus: Reciting numbers 1-5, recognizing numerals 1-5, and establishing one-to-one correspondence.

  • Activities:

Recitation Practice: Engage in daily circle time with songs that count to 5. (PK4.V.A.1).

Number Recognition: Flashcards and interactive games online activities introduce numerals 1-5. (PK4.V.A.3).

One-to-One Correspondence: Practice counting objects 1-5, using manipulatives to ensure one count per item (PK4.V.A.5).

  • Assessment: Observation-based assessment through simple counting and matching tasks.

 

 

Week 2: Building Foundational Knowledge- Introduction to Numbers 6-10

  • Focus: Reciting numbers 1-10, recognizing numerals 6-10, and continuing one-to-one correspondence.

  • Activities:

Recitation Practice: Extend counting songs to 10. (PK4.V.A.1).

Number Recognition: Introduce numerals 6-10 with interactive games online. (PK4.V.A.3).

One-to-One Correspondence: Counting objects up to 10, reinforcing one count per item (PK4.V.A.5).

  • Assessment: Progress check through games and teacher observation.

 

 

Week 3: Reinforcement and Practice

  • Focus: Strengthen recitation, recognition, and one-to-one correspondence for numbers 1-10.

  • Activities:

Recitation Practice: Daily songs and rhymes that encourage fluent counting to 10 (PK4.V.A.1).

Number Recognition: To solidify understanding, flashcards, number hunts, interactive games, and whiteboard activities (PK4.V.A.3).

One-to-One Correspondence: Match numbers to objects in daily activities, such as snack time or play (PK4.V.A.5).

  • Assessment: Formative assessment through interactive games and teacher check-ins.

 

 

Week 4: Application and Integration

  • Focus: Apply counting and number recognition in practical, real-world tasks.

  • Activities:

Recitation Practice: Incorporate counting in transitions and group activities (PK4.V.A.1).

Number Recognition: Engage in group challenges and interactive online matching games for numbers 1-10 (PK4.V.A.3).

One-to-One Correspondence: Practice counting real-world objects like steps, classroom items, or nature finds (PK4.V.A.5).

  • Assessment: Teacher observation and digital game results.

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Week 5: Review and Mastery

  • Focus: Ensure mastery of counting, number recognition, and one-to-one correspondence.

  • Activities:

Recitation Practice: Conduct group and individual counting challenges (PK4.V.A.1).

Number Recognition: Mixed practice with online games and hands-on activities (PK4.V.A.3).

One-to-One Correspondence: Final projects demonstrating counting skills, like creating video voiceover counting (PK4.V.A.5).

  • Assessment: Summative evaluation through teacher observations and student self-assessments.

 

 

Course Materials:

 

Manipulatives: manipulatives counters, flashcards, numbers.

Online Resources: Access to online games, tutorials, and interactive activities.

 

References

     Bates, A. W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. http://opentextbc.ca/teachinginadigitalage.

     Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf.

     Harapnuik, D. (2019, February 20). Competency-based vs Outcomes-based education. It’s About Learning. https://www.harapnuik.org/?p=7889.

     Harapnuik, D. (2018, July 14). COVA. It’s About Learning. https://www.harapnuik.org/?page_id=6991/

     Harapnuik, D. (2021, August 16). Assessment OF/FOR/AS Learning. It’s About Learning. https://www.har

apnuik.org/?page_id=8900.

     Texas Prekindergarten Guidelines. (2022). https://tea.texas.gov/academics/early-childhood-education/2022-texas-pkg-comprehensive-guide.pdf.

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