Running head: PEDAGOGY PROJECT REFLECTIONS

Taylor Rudy
EDCI 3482
Louisiana State University

PEDAGOGY PROJECT REFLECTIONS

Pedagogy Reflections
In order to be an effective educator, one must use many different types of teaching
strategies in order to teach students in developmentally appropriate ways. There are three types
of ways in which content could be taught. These learning formats include small group, whole
group, and learning centers. When planning for instruction, the teacher must take into account
which learning format would best fit the lesson and educational goals. Each learning format can
be enlightening to students. Small group is effective in focusing on the needs of individual
students. Whole group is effective in introducing new information and skills to all students.
Lastly, learning centers are effective in allowing the students a chance to explore new concepts
while using their previously learned knowledge and skills. When planned and implemented
correctly, each learning format is effective in achieving certain educational goals (Copple &
Bredekamp, 2009).
Learning Centers
Learning centers are areas around the classroom that provide students with educational
experiences by allowing opportunities for interacting with their peers and materials in the
environment through exploration and play. Learning centers should be designed in such a way
that educational goals can be easily achieved, meets the needs and interests of all students, and
provides students with the opportunity to choose a topic of interest to explore. Learning centers
should be planned in such a way that provides developmentally appropriate experiences,
activities and materials for all students in the classroom. Learning centers in early childhood
classrooms might include: a reading center, math center, science center, and a computer center.
These centers should offer materials relating to each subject and the students should be allowed
to choose which center they would like to explore (Kolstenik et al., 2011). Although centers are

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not conducted in my placement classroom very often, when centers are conducted, the centers
are usually broken up into computer center, math center, reading center, and science center. My
mentor teacher will allow the children to work in groups at one center and then they will rotate
centers every twenty minutes.
For my learning center, I created a math bingo game called Multiplication Bingo.
Since the students in my placement classroom like to play games in their centers, I made sure to
consider their interests when planning for instruction, in order to ensure that the students would
be engaged in the activity. The purpose of this activity was to provide students with extra
practice using their skills of solving multiplication problems using equal groups, which was a
concept that was previously taught in my small group. According to Copple and Bredekamp,
Children learn in a variety of ways; a wide range of teaching strategies and interactions are
effective in supporting all these kinds of learning (p.14). I used several teaching strategies
while conducting this center activity. One teaching strategy that I used was giving directions to
students. The students were able to practice their listening skills in their abilities to follow my
directions. For example, the students knew that the bingo task card states the multiplication
equation that they should find on their bingo card and if they have that equation, then they need
to solve it. The students also knew that in order to win, they had to get 5 across or black out their
whole card. I also used the strategy of modeling when conducting this lesson. After giving the
students the directions, I modeled how to correctly play the game for them. I made sure to
explain the steps as I was modeling for them. For example, I showed the students that if I pick a
bingo task card that says 3 groups of 3 on it, then I need to check my Bingo card for the
multiplication equation 3 x 3 and then solve for that equation by drawing out my equal groups.

PEDAGOGY PROJECT REFLECTIONS

According to Copple and Bredekamp, Many aspects of childrens learning and

development follow well documented sequences, with later abilities, skills, and knowledge
building on those already acquired (p. 11). I feel as if my lesson was effective because it
incorporated this principle of child development. I made sure to plan this center activity as a way
to help build on childrens previously learned knowledge and experiences with multiplication.
According to Copple and Bredekamp, Children learn in a variety of ways; a wide range of
teaching strategies and interactions are effective in supporting all these kinds of learning (p.14).
My lesson was developmentally appropriate in reflecting this principle of child development
because I used different teaching strategies in my lesson that took into account the different
learning types of students. For example, I met the needs of the auditory learners by giving them
the opportunity to listen to the directions for the game. I also met the needs of the visual learners
by modeling the correct way to play the bingo game. Lastly, I met the needs of kinesthetic
learners by giving them to opportunity to interact with materials, such as the bingo task cards and
bingo markers, while participating in the game. Another reason in which I believe my learning
center lesson was effective is because of the fact that I incorporated my understanding of
Developmentally Appropriate Practice guidelines. In keeping in mind the planning aspects of the
DAP guidelines, I carefully planned this lesson in order to help the students achieve a goal,
which was to be able to solve multiplication equations using equal groups (Copple &
Bredekamp, 2009). Lastly, my lesson was effective because it reflected my understanding of the
importance of assessing childrens development and learning (p. 21). Assessing the students
knowledge and development was a huge part of my lesson. I made sure to constantly observe
each student to observe their understanding and abilities to solve multiplication equations.

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I feel as if this lesson went well because most students were easily able to play the game
and were so engaged in the activity that they did not want to stop playing once center time was
over. Although I feel as if the lesson went well, there are things that I would do differently for
next time. I should have created equal amount of boxes on the bingo cards. For example, when
creating the cards, I used a 5 x 3 table, so the students could only win if they got 5 across or
blacked out the whole card. I should have created the card in such a way that there were more
than 2 ways to win. I also feel as if I could have created more challenging multiplication
problems. I feel as if the higher-level students were not challenged enough. Some of those
students got bored during the game because they were able to easily solve the equations. Next
time I need to make sure to plan in order to meet the needs of all students in the class in terms of
their developmental levels. Overall, I think that the students enjoyed the activity because they
were able to play a new game during centers.
The standard that was addressed through this lesson was standard 2. OA. C, Work with
equal groups of objects to gain foundations for multiplication (LouisianaBelieves). This game
provided the students with the opportunity to practice their skills and abilities to solve
multiplication problems using equal groups. While the students were engaged in the activity, I
took observational notes as I checked for their understanding and abilities to meet the standard
by going to each child and checking their bingo card and math journals to ensure that the
students were solving the equations correctly. I observed that by allowing the students to draw
out the equal groups in their math journals, all students were able to easily solve the
multiplication problems that were on their cards.
Whole Group

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Whole group activities are when the whole class assembles in one area of the classroom
to participate in an educational experience (Kolstenik et al., 2011). Whole group is the most
appropriate time to introduce new ideas, concepts, and skills because all of the students are in
one area to listen to new ideas. This is informative for both teachers and students because of the
fact that the students get time to practice using their new knowledge and skills while the teachers
get the chance to observe if the students grasped the concept (Kolstenik et al., 2011). In order to
be most effective with whole group time, the teacher should plan accordingly to ensure that the
children benefit from the experience by keeping them interested in the task at hand and meeting
their individual needs (Copple & Bredekamp, 2009).
According to Copple and Bredekamp, Children learn in a variety of ways; a wide range
of teaching strategies and interactions are effective in supporting all these kinds of learning
(p.14). Since children learn through the use of different teaching strategies, I made sure to
incorporate the use of several teaching strategies in my whole group lesson. For example, one of
the teaching strategies that I used in my whole group lesson was modeling. While teaching, I
modeled for students how to solve addition problems by using the concept of place value. I
modeled this concept by using manipulatives so that the children could visualize the concept of
place value, in terms of breaking down two-digit numbers in tens and ones. I modeled how to
add two two-digit numbers by focusing on the ones place first and then moving on to adding the
tens place. Then, I modeled how to regroup numbers from the ones place to the tens place upon
having a group of ten or more in the ones place that should be moved over to the tens place.
Lastly, I used modeling to show how understanding place value in two digit numbers helps us to
understand the number as a whole. Another effective teaching strategy that I used in my whole
group lesson was the strategy of scaffolding. In order to get the children to grow towards deeper

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thinking and understanding of the concept of addition of two two-digit numbers, I asked
questions to scaffold their thinking. For example, upon showing the students the number 53, I
asked them how many tens are in the number 53? How many ones are in the number 53? to
check for their understanding of place value in order to guide my instruction.
According to Copple and Bredekamp, Many aspects of childrens learning and
development follow well documented sequences, with later abilities, skills, and knowledge
building on those already acquired (p. 11). I feel as if I was effective in my lesson through my
use of this particular principle of child development. Since the students already had previous
knowledge of the concept of place value, I decided to build upon this knowledge of place value
by using it as a way of thinking when solving addition problems. By doing this, the children
were able to use their previous knowledge and abilities to learn a new concept. According to
Copple and Bredekamp, Children learn in a variety of ways; a wide range of teaching strategies
and interactions are effective in supporting all these kinds of learning (p.14). I incorporated this
principle of child development into my lesson by making sure that I taught the concept of
addition by using different strategies to support the different learning styles of the students in the
class. For example, I met the needs of the auditory learners during my think aloud because I was
verbalizing the steps in solving addition problems and the meaning behind the steps. I met the
needs of visual learners by drawing and writing down the steps as I went through solving the
addition problems. Lastly, I met the needs of kinesthetic learners by providing them with
manipulatives to interact with while using their understanding of place value to solve addition
problems. I also feel as if my lesson was effective because I used my understanding of DAP
guidelines to plan for developmentally appropriate instruction. I feel as if I did a commendable
job of creating a caring community of learners because I offered the students many

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opportunities to interact with their peers (Copple & Bredekamp, p. 16). These opportunities not
only allowed for the students to learn from one another, but this opportunity also allowed the
students to practice their use of appropriate social skills and ways of communicating with peers.
Lastly, I used this lesson as a way to enhance development and learning (Copple &
Bredekamp, 2009,p.17). I carefully planned this lesson to build on the students previous
knowledge of place value in order to help them develop their abilities and learn the concept of
addition.
This whole group lesson was extremely successful because I found that the students
enjoyed learning the new concept and seemed to be engaged in the lessons and activities the
whole time. I feel as if the students were really able to grasp the concept by watching me
demonstrate the necessary steps to solving addition problems with place value, interactively
practicing the steps with their peers, and then solving the problems on their own. The students
were really able to learn a lot from one another by having the opportunity to work together to
solve problems. Although I feel as if the whole group lesson was successful, there are a few
things that I would do differently next time. I feel as if I could have introduced the concept of
using place value to solve addition problems in a more effective way. I feel as if I jumped right
into teaching the concept, without really going over the importance. I could have also made an
anchor chart to go over before going into how to use this concept to solve addition problems.
Another aspect of my lesson that I would change for next time is that I feel as if I could have
involved the students more during the think aloud process. Instead of just talking or thinking
aloud, I could have asked higher level thinking questions or allowed the students to make
predictions about what step would come next to assess their knowledge and understanding of the
concept. Lastly, although I think using manipulatives was effective in helping the students use

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place value to solve addition problems, I feel as if I should have also shown the students how to
draw quick tens and ones cubes to also represent place value to help with solving problems.
These are all aspects that I will keep in mind when planning my next lesson.
The standard for this whole group lesson was standard 2. NBT. B.6, which is add up to
four two-digit numbers using strategies based on place value, and properties of operations
(LouisianaBelieves). The activities in my whole group lesson related to this standard because the
student had to have an understanding of place value and operations in order to correctly solve the
addition problems that I gave them. In determining if the objectives were met, I used the method
of observation to assess all students understanding and abilities to solve two two-digit addition
problems by walking around to each child while they were working with peers and while they
were working independently. I also gave the students an exit ticket in which they had to solve an
addition problem of 49 + 15 by using their understanding of place value. For this exit ticket, I
allowed the students to use the same materials that were used in the lesson since I taught the
concept using manipulatives. Through this exit ticket, I found that most of the students in the
class met the objectives for the lesson.
Small Group
In early childhood classrooms, small group instruction should consist of groups
containing three to six students (Copple & Bredekamp, 2009). Small group should be a time that
allows for opportunities for students to ask questions, solve problems by working together, use
new or previously taught skills and participate in discussion with peers (Copple & Bredekamp,
2009). Small group activities provides teachers with useful information about individual
students, such as their current level of understanding of a particular concept and ways in which
they learn information best. This information should be used when planning for meaningful

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instruction in order to promote growth and development in students (Kolstenik, Soderman, &
Whiren, 2011).
Children learn in a variety of ways; a wide range of teaching strategies and interactions
are effective in supporting all these kinds of learning (Copple & Bredekamp, 2009, p.14). I was
effective in meeting the students needs and teaching them a new concept through the use of
specific teaching strategies. One strategy that I used was modeling. I used manipulatives to
model the concept of equal groups. For example, if I was solving for the multiplication equation
5 x 2, then I modeled the concept of equal groups for the student by making 5 groups of 2 each.
Another teaching strategy that I used was scaffolding. In order to support and encourage higherlevel thinking, I asked questions to guide their thinking. For example, while using the
manipulatives to model equal groups, I would ask students questions such as How many groups
have I displayed?, How many blocks are in each group?, and how many total blocks are
displayed? Through these teaching strategies, I was able to meet the needs of the students and
support them in learning a new concept.
I feel as if my lesson was both effective and developmentally appropriate for the students
in my group because I used my knowledge and understanding of the DAP guidelines and
principles of child development in planning my lesson. Children learn in a variety of ways; a
wide range of teaching strategies and interactions are effective in supporting all these kinds of
learning (Copple & Bredekamp, 2009, p.14). I supported this principle of child development in
my lesson by ensuring that I planned different ways to support each childs learning style. For
example, I verbalized the necessary steps to solving multiplication problems using equal groups
for the auditory learners, I displayed the process of using equal groups for the visual learners,
and I allowed the use of manipulatives to support the kinesthetic learners. Development and

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learning result from a dynamic and continuous interaction of biological maturation and
experience (Copple & Bredekamp, 2009 p.12). I supported this principle of child development
as well because I allowed for many opportunities for the children to not only interact with objects
and materials, but also with their peers in order to learn and practice the concept of
multiplication using equal groups. According to Copple & Bredekamp, it is important to assess
childrens development and learning (p. 21). I supported this DAP guideline in my lesson
because I made sure to constantly assess their understanding of the concept of multiplication
using equal groups in order to help guide my instruction.
For my first small group lesson, I feel as if the lesson went really well. My mentor had
introduced multiplication using four different methods to the whole group. She told me that not
all of the students had fully understood the concept after she taught all four of the methods. After
hearing this, I wanted to plan a small group lesson for these children that had struggled during
the whole group lesson and my teacher agreed that this was a good idea. I planned a small group
lesson on multiplication, but this time, we would only focus on using one method to solve
multiplication problems, rather than focusing on 4 methods in order to make it developmentally
appropriate for these specific students. The standard that I decided to focus my lesson on was
standard 2. OA. C, which is work with equal groups of objects to gain foundations for
multiplication (LouisianaBelieves).
Throughout the lesson I used observation to check which students were picking up on the
information. For the most part, I noticed that all of the students understood the concept of
multiplication using equal groups except for one little boy. I noticed that instead of trying to
solve the problems on his own, he would watch his peers and just copy them. I used both
modeling and scaffolding methods in which I asked him questions to help him learn this process;

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however, his post assessment showed that he did not meet his objectives. Upon grading his post
assessment, I spoke with my mentor teacher and asked her if I could work with him individually
because I did not want him to go on without fully understanding. She agreed and I worked with
him during center time. I retaught him the lesson, but this time I modeled for him then asked him
to model the problem using manipulatives for me. After making the connection between using
equal groups to show multiplication, he understood how using equal groups would be beneficial
when solving multiplication problems.
It was very rewarding to see that I helped all of the students meet their objectives. Since I
had to go back and reteach one student, I will need to keep a few things in mind for next time.
Since he kept watching his peers during the lesson, maybe I could sit him next to me so that I can
see exactly what he knows without the help of his peers. I could also make sure that I ask the
students to solve problems on their own rather than working with partners because one student
might not fully understand, rather they might just be copying what their partner did. These are all
aspects that I need to keep in mind when planning my next lesson.

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References

Copple, C., & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice in early
childhood programs: serving children from birth through age 8. Washington, DC:
NAEYC.
Kolstenik, M.J., Soderman, A.K., & Whiren, A.P. (2011). Developmentally appropriate
curriculum: best practices in early childhood education (6th ed.). Boston: Pearson.
Mathematical Practice Standards: Second Grade. (n.d.). Louisiana Department of Education.
Retrieved from https://www.louisianabelieves.com.