Sydney Leopard Crawford Lesson Plan EIM 551

Lesson Plan Title:

Identify, Count, and Match Numbers 1 – 10. Special Education Preschool Behavioral Approach with use of Technology.

Subject/Course Name: Preschool Special Education

Grade/Age Level: A student aged 4 has an active IEP with autism eligibility and attends preschool four days a week.

Level (highlight all that apply): Remedial/Special Education On-Level Gifted/Advanced ELLs

Lesson duration: 15 minutes 1 x a week for 4 weeks (repeated lesson for generalization and maintenance)

Lesson Objectives: By the end of four lessons, the student will match numerals 1 through 10 with a correct number of

objects, using a variety of technology and tangible items, with the teacher’s use of least to most prompting for 100%

accuracy in 10 trials.

Standard(s) Lesson Addresses:

Alabama Preschool Standards

SEK2a: Use of Tools: Children will use simple and more complex tools to accomplish a task.

2aYP-2 Use a variety of simple technology tools with a purpose

SEK2c: Digital Citizenship: Children will demonstrate safe use of technology

2cOT-1 Use the computer or other digital media with adults’ permission and guidance

MAT1a: Number Relationships: Children will understand the concept of numbers and the

relationships between numbers and quantities.

MAT.1aOP-4 Identify written numerals from zero (0) up to 10

MAT.1aOP-5 Match numerals with the correct number of objects, with assistance

ISTE STANDARDS

1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their

learning in a variety of ways.

Openers/Lesson Starters:

One-to-one instructional time used for this individual student is an ongoing daily minimum piece of the student’s

individualized education plan. Prior to the lesson student was assessed using a combination of Verbal Behavior

Milestones Assessment (VBMAPP) and preschool-aged Early Learning Accomplishment Profile (E-LAP). From the start of

the school year, the setting of one-to-one instruction is a private space student table with technology and tangible items

accessible at arm’s reach. Student motivation is highest when working for a tangible reward. The teacher offers a binder

with real-world pictures that include options of sensory play objects. The student chooses one picture as a choice. The

student has now been motivated to participate in a lesson with the teacher knowing picture choice will be offered at end

of the lesson for a short play. The teacher uses the positive language “Great choice, let’s learn and play now. Today we

learn our numbers. We will count together”. Teacher prompts the student to prepare (sitting in the chair, hands calm on

lap or table, eye contact, following simple physical prompt (high five, thumbs up).

Central Part of Lesson/Main Activities:

The student has strengths in musical ability and enjoys songs. The teacher introduces the technology choice of an iPad

and the application “ABC Mouse”. The student has an individual learning profile. The teacher has preselected lessons

prior to the lesson. Lessons include a combination of chants, songs, videos with visuals, puzzles, and books. Games are

not introduced at this time due to assessment and self-correction nature. The student has also been oriented to this

application at the start of the school year. The teacher reminds the student of making good choices with the iPad – for

example verbal prompts “we hold our iPad with two hands, we hold it nicely while we watch, we use one finger to poke,

when we are done, we hand it to Mrs. Sydney”.

The student is introduced to three lessons on an iPad lasting less than 7 minutes. Examples include hearing an audio

chant of counting verbally to ten, flipping through a book counting to 10 with fingers pictures, completing puzzles

matching numerals to the correct place, spinning a number wheel to identify by sight and name, watching videos that

count real-life objects like ducks, tracing numbers with fingers.

Closers/” Tickets out the Door”:

Take a break from the iPad. Applaud attention/focus if the student participated. Reestablish calm and be ready for the

continued lesson. VB MAPP-led trials. Weeks 1 and 2 most to least prompting approach. The teacher begins modeling

counting, identifying numbers, and matching corresponding objects with each number. The teacher then prompts

physical, and verbal as needed for students to try skills. The teacher then offers students the opportunity to display the

skill without physical or verbal prompts. Weeks 3 and 4 begin with the least to most prompting. The aim of reverse

prompting is to build maintenance of the skill for students to reach independence and mastery of the objective.

I do*

Teacher models flipping numeral cards over and identifying numbers by name verbally 1-10

Teacher models placing bug counters on top of each numeral card, matching 1 bug counter to 1 numeral card and

through number 10.

The teacher picks up items and resets the workspace

We do*

Teacher prompts student “let’s try together”

Teacher models first numeral card flip “oh number 1!” offers next card to student

Student encouraged with physical and verbal prompts to try identifying number card

Student is given counters numbered correctly for prompted counting.

Teacher prevents errors by counting out correct objects for opportunities for immediate positive reinforcement.

Praise and reset the workspace

You do*

Teacher prompts student “your turn without me”

Teacher places numeral cards and counter objects within reach.

Teacher does not give positive or negative praise as student attempts skills.

Cut off at the 15-minute mark

Teacher applauds effort at conclusion and offers reward choice for sensory play.

While student enjoys play with sensory item, teacher records trial attempts for data collection.
Assessment Plans:

The data collection with each week of ten trials (matching correct object counters to each number card 1-10) serves as

anecdotal information. The success rate goal of 100% over 4 weeks can be adjusted as needed.

The nature of IEP planning is ongoing, and this objective is likely one of 8 objectives for the student; therefore, the

spread of trials over weekly checks ensures maintenance of the skills.

Opportunities to generalize the skill can also be offered through technology; for example, the teacher introduces the

ABC Mouse counting games after the student proves mastery in trials. The games include popping the correct number

by name, identifying one number when given a choice of 2, counting objects likes bugs on the screen and choosing the

corresponding number. The games will provide immediate feedback if student makes an error. The student can also

create or display new knowledge using a classroom smartboard by drawing shapes and counting aloud to peers, writing

the numbers then identifying them by name, and singing a song aloud to a visual video for peers.

Materials/Equipment Needed:

 Private workspace
 Student choice binder for reward
 Counting Cards
 Counters (tangible items)
 iPad
 ABC Mouse account
 Individual Student profiles with lessons preloaded
 Smart Board and pen (optional)
 Data Binder with assessments

How lesson plan aligns with TPACK framework:

Content Knowledge: The teacher’s understanding of content in this lesson requires an understanding of skills for

counting and identifying numbers; including special visual abilities, verbal imitation, isolation of numbers, and isolation

of objects. Pedagogical Knowledge: The teacher needs knowledge of teaching a student who has autism and an

understanding of verbal behavioral discrete trial training. Appropriate reinforcement and teaching methods for

preschool age group while understanding how to approach a variety of strengths and needs in the inclusive preschool

special education class.

Technology Knowledge: The lesson requires knowledge of iPad software, and ABC Mouse teacher account options for

individualizing student profiles, utilizing the technology appropriate timing and orientation required for students.

Technological content and pedagogical knowledge are very important in a lesson like this. Considerations must be made

when teaching a student with special needs using technology like an iPad. Student motivation, physical ability, cognitive

ability, sensory needs, and individualized learning objectives are all considerations when choosing to introduce

technology within a fast-paced discrete trial training lesson. Will the technology serve as a distraction? Will the

technology serve as motivation only? Will technology serve the student with alternative means of content exposure?

Will the technology offer age-appropriate content? Will the technology be adapted to students’ abilities or limitations?

Will the technology only offer teachers with data and assessment means?

Strategies for differentiation for diverse student groups:

This lesson can be adapted to students with diverse student groups using individualized ABC Mouse profiles and

modifying the use of iPad appropriately with physical and cognitive abilities. The lesson can be used for other academic

skills such as identifying colors and their corresponding name and identifying letters within a student’s name. The

tangible items can be swapped out for the discrete trial. Students who are not verbal can be included in this lesson by

adapting identification by pointing or using a stylus. The prompting levels of the teaching approach can be differentiated

according to the student’s IEP benchmarks and assessments needed.

Describe how the scholarly article you found contributed to the development of this lesson plan?

The scholarly article I found which contributed to the development of this lesson plan involves using an iPad in an

inclusive preschool classroom and the introduction of STEM concepts. Research cited in the article states that over time

targeting young learners by integrating technology into their classroom shows dramatic future long-term student

achievement. The flexibility of iPads and STEM apps in the preschool classroom leads teachers to choose this method.

The cost and location of iPads compared to classroom computers provide broader access. The article also lists

considerations of how to choose STEM apps like; play-based, centralized without outside ads, engaging, reinforcement,

cause-effect learning, and offers levels of independence in use. The article also encourages researching app alignment

with national standards, research or evidence-based for developmental sequences, and accessibility efforts. ABC Mouse

and iPad offer all of these for successful instructional teaching for this lesson.