EDEC Program Area Lesson Plan Format EDEC 3349

Each of your lesson plans should contain the following components:

1. Information:
a. Grade level Kindergarten
b. Content Arts
c. Lesson time 12:15-2:30 p.m.
d. Lesson date 4/29/17
e. Location in Classroom Start in the carpeted whole group activities, then move to their tables/work
areas
2. Summary of the Childrens Characteristics and Needs
a. Cognitive Because experience plays a role in both development and learning, there is a close
connection between these processes, especially in the early years of life when children are growing
and changing so rapidly. Sometimes development lead to learning (Piaget, 1952) (Bredekamp,
2017) copies a triangle and other geometric shapes
b. Physical The preschool and kindergarten years are marked for most children y an increasing sense
of their own abilities, especially improved motor skills and exploding language capacity. Some
expectations of fine motor skills for 5 and 6 year olds are: increasingly skilled in drawing and
writing, hold pencil with fingertips, demonstrate handedness, eye-hand coordination increases, dress
independently, tie shoes, use a fork and knife (Bredekamp, 2017) swings and climbs
c. Social-Emotional During the elementary school years, childrens spheres expand, and the
opinions of teachers and peers become more important and parents less sothey also begin to
compare themselves to others and are more capable of judging their own performances. This sense
of confidence, at times unwarranted, leads children to initiate their own activities. (Bredenkamp,
2017) likes to sing dance, and act
Describe the developmental levels of the students in the class (including developmental milestone
information). Be sure to address Cognitive, Physical, and Social-Emotional development.
Summary of Detailed summary includes information about the Summary includes some information Summary lacks focus on the Summary has no focus
Childrens class. Developmental levels including a about the class but lacks a specific group of students for on the specific group
Characteristic Developmental Milestones from the Text with the description from one area. which the lesson is intended. of students for which
s citation for source. Describe in 2-3 sentences for There is little information the lesson is intended
(NAEYC 1a-c) each area about the childrens
Cognitive, characteristics and needs
Physical and (lacking two areas)
Social-Emotional

3. Differentiating for Individuals

a. The class is a diverse group of eighteen 5-6 year olds. Several students have strong indicators of
ADHD and struggle with appropriate classroom behaviors. There is one AU (Autistic) student
serviced with an IEP. There are two speech students with IEPs. There is one ELL student whose
native language is Spanish.

b. ADHD Students Accommodations- We will provide a rich environment that includes play and
exercise to stimulate the development of their executive functioning. We will allow students to stand
while completing their project as remaining seated can be difficult. We will assist these students as
they focus on how to complete the art project. We will also monitor their behavior to determine if
they need a brain break and send them for water or on an errand if needed.
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 c. Autistic Students Accommodations- This student is high-functioning on the spectrum. He will be
paired with a buddy of his choice and the Instructional Assistant will be observing for his typical
signs of overload and then provide a break if needed. He will receive his designated behavioral
reinforcement for completing the project according to guidelines.

d. Speech Students Accommodation- One speech student is articulation only. She will be paired with a
buddy student who has shown an ability to understand her speech patterns. The other student has
some expressive/ receptive language issues and will be in the same group as the AU student so the
aid can facilitate completion of the project. The IA will also review the projects directions again
individually to ensure understanding on the students parts.

e. ELL Students Accommodations- He will be paired with a buddy to facilitate project completion.
The teacher will also make contact with the student before they begin to ensure understanding of
expectations.
Describe individual needs of children without mentioning names.
Describe how you will differentiate for all developmental needs listed above.
Differentiating Describe in detail the individual needs of children General accommodations are listed Few accommodations are No accommodations
for individual in the class (2-3 sentences) and how you for the required characteristics. The listed (<3). The lesson does are listed.
Needs. effectively differentiate to meet the needs of the accommodations are related but may not appear to make
(NAEYC 1a-b, learner ( 2-3 additional sentences). Including not reflect the most effective adjustments for diverse
2a, 4b, 5d) one or more of the following characteristics in strategy. students.
case studies or children.
Developmental differences
Special needs (IEPs),
Social/emotional issues,
Health conditions,
Diverse cultural groups, languages or
abilities
Learning styles.
*3 children/case studies required for EDEC
3303/ 4 Required for EDEC 3349

4. Connection to Theory
a. DAP Principle DAP principle 9 states, always mentally active in seeking to understand the world
around them, children learn in a variety of ways; a wide range of teaching strategies and interactions
are effective in supporting all these kinds of learning. This lesson will expand upon concepts most
kindergarteners have already been introduced to with activities that will require and exercise skills of
understanding the world around them by teaching about different environments and the animals that
live within them. This lesson will also cover a variety of ways children can learn about art concepts.
b. Theory (learning) with citation Social cognitive theory Bandura theorized that observational
learning depends on learners having an image in their mind of the behavior they observed and the
consequences a memory of an event captured in pictures and/or works. This theory explains an
important way that children learn they observe and then model the behaviors they observe.
(Bredekamp, 2017)
c. Explanation of individual appropriateness The lesson is individually appropriate because I am
selecting objects that are related to things the children are really interested in (e.g. rocks, paint,
googly eyes and pipe cleaners) and will use English and Spanish words for all objects.
d. Explanation of cultural relevance The lesson is culturally appropriate because I have selected
everyday objects commonly seen around their neighborhoods.
Explain why the lesson is developmentally appropriate. Use the principles of DAP and theorists
discussed in reading to describe how the activity is individually, social, culturally and linguistically
appropriate for the students in the class.
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Connection to A strong connection is made to child The lesson is generally connected to Little connection is made to No connection to
Theory development (Developmentally Appropriate child development theory and/or development theory and/or theory is made.
(NAEYC 1a-c) Practice Principles) and theory and/or theorists. theorists. A simple of explanation of theorists. The lesson is
The lesson is theoretically sound. An explanation the appropriateness of the lesson is missing a clear theoretical
of why the lesson is developmentally appropriate provided. basis.
for these students is provided. Include the
following:
DAP Principle
Theory (i.e. learning theory) with citation
Explanation of individual appropriateness
*EDEC 3349 only
Explanation of cultural relevance *
EDEC3349 only

5. Prior Knowledge
a. Do you remember last week when we had our science lesson about the different textures of rocks
and a classmate mentioned he had seen a painted rock at the souvenir store when he was on vacation
at the Grand Canyon? Do you also remember when we talked about paint in art and the different
objects we can paint on? Today we are going to create pet rocks. These are rocks that you get to
paint and decorate anyway you like in order to make them your own creation.

b. TEXAS Prekindergarten Guidelines (Updated 2015)

VIII. FINE ARTS DOMAIN

A. Art Skills
Children explore a wide variety of materials and make discoveries about color, shape, and texture
through art experiences. They learn to express what they know and begin to recognize how others
express themselves through art. They also begin to gain control of fine-motor muscles and practice
hand-eye coordination. The majority of art experiences should be model and/or sample free with
focus being on the process. Teachers should avoid having a preconceived idea of what the end
product should look like and refrain from fixing a childs art work with the understanding that
there is not a right or wrong way to create the art.

VI. SCIENCE DOMAIN

A. Physical Science Skills
Prekindergarten children learn to explore properties of materials, positions, and motion of objects
through investigations which allow them to notice the attributes of each of these. These explorations
using the senses continue as children use attributes to classify and sort objects, make observations
and predictions, problem solve, compare, and question.

Describe the prior knowledge students have about the topic. Be sure to include the standards
taught in the previous grade level.

Prior Detailed information about the students prior Information about the students prior Prior knowledge information Prior knowledge
Knowledge knowledge is listed. This include: knowledge is listed. does not easily apply to the information is missing.
(NAEYC 1a- Prior Learning 2-3 sentences lesson.
b,4a,c-d) Connections to previously taught
standards/objectives listed Both the
number and student expectation

6. Multicultural and Anti-bias*

a. I have adjusted this lesson to meet the cultural and linguistic needs of the student by pointing out that
all cultures/languages typically have art and paintings. I would explain that even writing can
sometimes be looked at as art. I would find some pictures of written art with different languages on
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 them and show them to the class. I would ask the kids that can speak the language to translate it for
us. Additionally I would familiarize the students with ponds and tie it into the fishing prop box.
b. I adjusted this lesson to meet the students home culture by brining pictures of art from other
countries. I would ask the students if they would like to talk about any art from their homes. I
would also bring art that focuses on nature. I would encourage the kids to compare what they have
seen in their cultures that may come from a pond.
c. I would look for paintings and pictures from not only America, but other countries to show that art is
everywhere and may or may not be different. I would show that maybe a piece of art from here may
look just like one from another country. I would also have an example of something that we may
never see in America and that looks very different. I would ask the kids to share their observations
of their thoughts on the art they have looked at and the items they know about that come from a
pond.
d. I would explain to the class that no matter what all art is beautiful. It may not be what they like, but
to the person that created the piece of art it is special. They should always tell their friends that their
art looks nice even though it may not be something they would choose. They should always take
their friends feelings into consideration and decide how they would feel is someone said something
mean about theirs. I would set up a gallery walk through and each child would be required to
make a positive comment on each piece of art.

How did you adjust the lesson to meet the cultural and linguistic needs of the student in the
class?
How did you adjust the lesson to meet the students home culture?
How did you adjust the lesson to develop a classroom community?
How did you help create equity through this lesson?
Multicultural/A A strong connection is made to multicultural and The lesson is generally connected to Very little connections are No connection is made
nti-Bias/Equity anti-bias concerns. The lesson is grounded in a multicultural, or social justice made to multicultural, anti- to multicultural, anti-
social justice perspective. concerns bias, or social justice bias, or social justice
A detailed explanation of how this lesson reflects the language and concerns. concerns.
reflects the language and culture of the culture of the students.
students. Creates community within the
Promotes equity (for example: gender, classroom that fosters
religion, families, culture, ageism ) understanding of differences

7. Intended Outcomes (objectives/standards & benchmarks)

TEKS 117.102. Art, Kindergarten
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore the
world by learning about, understanding, and applying the elements of art, principles of design,
and expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating artworks. The student is expected to:
(A) Gather information from subjects in the environment using the senses;
(2) Creative expression. The student communicates ideas through original artworks using
a variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:
(A) Create artworks using a variety of lines, shapes, colors, textures, and forms;
(B) Arrange components intuitively to create artworks;

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 (C) Use a variety of materials to develop manipulative skills while engaging in
opportunities for exploration through drawing, painting, printmaking, constructing
artworks, and sculpting, including modeled forms.
112.11. Science, Kindergarten
(b) Knowledge and skills.
(9) Organisms and environments. The student knows that plants and animals have basic
needs and depend on the living and nonliving things around them for survival. The student is
expected to:
(A) Differentiate between living and nonliving things based upon whether they
have basic needs and produce offspring; and
(B) Examine evidence that living organisms have basic needs such as food, water,
and shelter for animals and air, water, nutrients, sunlight, and space for plants

Objective- SWBAT use paint, paint brushes, and various eyes, gems, or pipe cleaners to create an
artistic representation of something found in a pond environment and identify whether pond elements
are living or nonliving with an 80% accuracy.

Describe the TEKs or PreK Guidelines incorporated in the lesson.

Write an objective that aligns with the TEKs, utilizes a behavioral verb, conditions and
proficiency level accepted for success.
Be sure your assessment directly aligns with your objective listed
Intended Clear and age appropriate objectives Objectives are listed but may not be The objectives and/or The objectives and/or
Outcomes/ are stated using measurable terms. the most appropriate for the targeted standards are nearing standards are missing.
Learning These are appropriately challenging skills. Measurable terms are used for appropriate for young
Objectives for the children. the objectives. The objectives are children.
and Standards generally connected to the state
(NAEYC 1a-b,
The state curriculum standards
curriculum standards and the There is little connection
4b-d) (student expectation) are listed and are assessment. between the objectives and
connected to the objectives and the the assessment.
assessment.

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 8. Materials and Resources
- Examples of Art in various cultures, 3-4 examples
- Pond environment picture, located above in paragraph 7 under objective
- Rocks, 27 (one per student)
- Paint, 6 of each color (one set for each table of three to five, for students to share)
- Brushes, 27 (one per student)
- Googly eyes, 54 (one set per student)
- Assessment, 27 (one per student)
- Pipe cleaners, as many as are on hand for them to use as they want
- Gems, as many as are on hand for them to use as they want

A variety examples of art in different cultures will meet students interests as well as accommodate
different cultures represented in the classroom. This creative art project will help students develop fine
motor skills and built confidence in interacting with their environment. Additionally, it will help
students explore and solidify the idea of living and non-living elements in an environment.
List your materials
Describe how the materials take into account the cultural and developmental needs of the
students.
Describe how the materials meet various interest and developmental needs of students.
Materials and Materials and resources take into account the Essential materials and Some materials and/or Materials and
Resources childrens resources are listed. resources are not age resources are missing
(NAEYC 1a-c, ages, abilities, languages, and cultures. Some of the materials appropriate. for lesson.
2a, 4b-c) A detailed list of all needed materials is take into account the
provided. childrens ages, abilities, Materials/resources do not
A variety of materials/resources are used languages, and cultures. match the needs of the
to actively engage the children with the Materials and resources children for the lesson.
content and each other. A brief description make the lesson content
is provided. interesting and engaging.

9. Developmentally Effective and Culturally Relevant Approaches

a. Free exploration
b. Teacher modeling
c. Hand on learning
d. The arts
Describe culturally relevant approaches such as fostering oral language communication, child-
initiated inquiry, free exploration, teacher modeling, centers, technology, units of study,
manipulatives, hands-on learning, the arts, and cooperative learning. The approach to the
lesson engages students in meaningful and active ways.

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Development- Developmentally effective and culturally relevant Most of the lesson utilizes The lesson is based on The lesson is based on
ally Effective approaches are listed and utilized with children. developmentally appropriate and procedures and/or activities procedures and/or
and Culturally These may include but are not limited to fostering culturally relevant approaches but that are inconsistently activities that are not
Relevant o oral language communication, some aspects of the lesson are developmentally appropriate developmentally
Approaches o child-initiated inquiry, limited. Students are actively for young children. appropriate for young
(NAEYC 1a-c, o free exploration, involved in the lesson. Students do not have enough children.
4a-d, 5c-d) o teacher modeling, of an active role in the lesson
o centers,
o technology,
o units of study,
o manipulatives,
o hands-on learning,
o the arts,
o and cooperative learning.
The approach to the lesson engages
students in meaningful and active
ways.

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 10. Guidance Routines and Learning Environment In preventing challenging and unproductive
behaviors during this lesson:
a. There have already been routines and procedures established for gaining the class attention and
transitions. When the teacher raises her hand in the air and says 1,2,3 all eyes on me, students
respond with 3,2,1 all talkings done. Students also understand expectations regarding safe
transitions with no physical contact and limited talking. Students will begin the lesson on the carpet
in whole group and will then, upon teacher direction, transition to the table areas where the materials
will already be set out. Project instructions will be given before the transition.

b. Materials will be organized in bins/tubs prior to the day beginning so it is easy to begin the lesson.
Rocks will be in one larger tub. There will be several spill proof paint pots of each color available
and enough brushes for every student. Before releasing the students from the carpeted area, we have
had a discussion about appropriate behavior with our rocks in the classroom. Upon finishing our
discussion about proper behavior, I will ask the students at table one to politely stand up, choose a
rock from the larger tub and proceed to their table/work area and begin painting their rocks. As table
one returns to their work area I will ask table two to proceed in the same manner and so on.

c. One challenging behavior is the possibility of students painting each other. One solution would be
to discuss where paint should be applied to the rock only. Another solution is redirecting the
student to the task at hand. A final solution would be discussing social norms and the
appropriateness of getting paint on others, additionally explaining that parents might become angry
of friends return home with paint on themselves or their clothes. Students who are unable to use
paint appropriately, may be given an alternative medium of crayons to paint with.
How did you utilize transitions for this particular lesson?
How did you manage materials or resources for this particular lesson?
How did you manage challenging behaviors for this particular lesson?
Guidance Clear evidence about the classroom environment General information is provided A little information is No information is
Routines and includes creating respect and providing guidance about creating respect for students provided concerning the provided concerning
Learning for each student that supports children in the and supporting them in the learning management of materials, the management of
Environment learning process. process. There is a plan that transitions, and dealing with materials, transitions,
(NAEYC 1a-c, provides for challenging behaviors. and dealing with
4a-b) A detailed plan is provided for enacting transitions, Or challenging behaviors.
enacting transitions managing materials, There is no plan for
managing materials, resources, resources, or supporting students or
and dealing with challenging behaviors. creating a respectful
dealing with challenging environment.
All strategies are developmentally
behaviors. Or
appropriate
Most strategies are Many strategies are not
developmentally appropriate developmentally appropriate.

11. Instructional Procedures (5 E Lesson)

a. Engage: Do you know what lives in a pond? Have you ever been fishing? Do you eat fish with
your family? When I was a child I used to go fishing with my dad, its one of the best memories I
have if him. Can you tell about your best memory with your mom or dad?
Explain how you engaged and motivated the students to become engaged. The teacher will
connect todays lesson to the previous learning and assess prior knowledge. The strategy
chosen should have children discovering the concept rather than being told the concept. The
teacher will ask questions to encourage thinking. For example, you may use a thought
provoking question; divergent event or scenario; a picture, word or song that describes the
concept.

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b. Explore: We are going to create a pet rock by painting an ordinary rock any way you choose. You
can add googly eyes, pipe cleaners or gems to decorate them however you like. Yesterday, we
learned how artwork is created by using different kinds of lines, shapes, colors, textures and forms
and how to arrange them to create artworks. Can you think of anything we could use to decorate this
plain rocks to make them look more pet like? Can we maybe use crayons, or sharpies? What
kinds of pets do you have at home?
Besides paint, crayons or sharpies what else could be used to decorate our rocks? Do they have to
look like a pet or can they look like a fancy rock? Do you think you can make your pet look like a
panda or a puppy? Look around the classroom and get ideas or talk to your partner about different
objects you can use. Once the students share ideas, I will go over using anything they can imagine
to make their rock look anyway they want, for example a paperclip twisted might make your rock
look like a robot. All of your ideas are great we can use anything in order to obtain a piece of
artwork that is unique and special to you.
Do you think it is important to know how to use anything available to make artwork? Give me an
example of why you might want to be able to use anything close to you (students can use the
example: if you dont have a lot of money to buy art supplies, but you still want to make something
you should try find things that are free but look pretty).
When we go to a pond, river, lake or even the ocean, what are you guaranteed to find? Yes, rocks.
How fun would it be to bring it home and decorate it until it becomes something special to you and a
piece of artwork?
Students should be working in pairs or groups to discover the concept. Teacher is facilitating
the thought processes through questions. Teacher clarifies any misconceptions as he or she
circulates to the groups. Concepts are explored using concrete materials that stimulate
diequilibrium and dialogue.
c. Explain: Now, lets see how we can find out how to make a plain old rock look like a pet. I will
start by paining my rock red, but we can use any color you want, maybe your favorite color is blue.
I want you give me an estimate of what your pet rock will look like when youre done with it.
Remember, an estimate is a guess. Discuss with your elbow mate what their estimate of their pet
will be. After I paint my rock red, I want to put black dots on it and some curved lines to make it
look like wings on the back of my rock. My guess for my pet will be a ladybug, what do you think?
After the dots I will glue googly eyes on my rock. We will be using hot glue so I will do that for
you. I will also glue some gems on my rock to make it look pretty. I will also glue these for you.
But, you will get to tell me where to place them. I will add pipe cleaners to give my ladybug
antennae, which I will glue for you as well if you choose to have them. Can any of you explain to
me what antennae are? Antennae, means that they have two of what? Two or more of something
means plural.
Students share what was learned in Explore. This phase is the most teacher-directed phase of
the 5E lesson plan. Vocabulary is taught in this phase. Learning continues to be facilitated with
questions from the teacher.
d. Expand: As I am watching the students work on their rocks will provide ideas for them by
suggesting they use pipe cleaners for whiskers like a cat, or legs like a spider. By making these
suggestions, I will give them ideas that will relate to real world animals. I will encourage the
students to look at the rock and see the shape they see, maybe a rock could look like a fish.
Although these are rocks that they are making into a pet, its important to understand the different
eco-systems the world has. This is where I would tie the science part of the lesson to the art. We
would talk about what is living and what is non-living and why each is important to the environment.
Teacher transitions in this phase to emphasizing a real-world connection with the concept (How
will the child use this in the real world.) Students are in group work again or individually
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 applying the concept to a real-world setting. Teacher facilitates the learning by questioning
each group. Concepts connect to real-world experiences through the use of concrete
experiences (manipulative, drama, art, future occupations, or inquiry activities).
e. Evaluate: Today we learned how art is special, and even if it is not your style you should appreciate
it all. We talked about the importance of different eco-systems and how they affect our world. We
went over that a plain simple rock can be turned into a piece of art and become something special to
us. If a student finishes early will ask them to assist the students that are falling behind. If this isnt
possible then I would allow the students that didnt finish to work on their rocks as time permits
throughout the week. There are many things in a pond that are living and non-living and as a class
were have identified and talked about the differences.
Teacher will close the lesson with the entire group. Teacher addresses the procedures for early and
late finishers. An explanation is provided about the method of assessment (checklist, rubric,
inventory, anecdotal record). This explanation includes specific questions that relate to the
objective and standard.
Instructional Specific procedures are outlined that include a 5 The procedures include all 5 Es but Procedures are missing in Procedures are not
Procedures E lesson (Engage, Explore, Explain, Expand and lack questioning in one or more of two or more Es may be aligned with the
(NAEYC 1a-b, Evaluate). the Es. One E may be more teacher more teacher directed rather standard. Multiple Es
4a-d) The sequence is logical and reflects directed rather than discovery than discovery oriented. are missing. The
appropriate questioning of student oriented. Questions are missing from procedure has multiple
knowledge in all 5 of the Es. The sequence is logical, paced more than one of the Es. elements of teacher
Procedures address how everyone will appropriately, and meets the needs of The sequence is out of order. direction. Multiple Es
complete the activity and how early and students. The procedures are tied to There is no plan for early or lack questioning.
late finishers will be supported. lesson objective, standards and/or late finishers. The
The instruction is tightly aligned with the assessment. This activity is a whole procedures are somewhat
lesson objectives, standards and group activity or early and late aligned with the standard.
assessment. finishers are addressed.
Content is accurate and actively engages
children in the learning process.
Students are discovering the knowledge
rather than being directly taught the
knowledge throughout the lesson.

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 12. Assessment
Assessment Rubric: Fishing in a Pond Ecosystem/Rocks

Student Name_______________________

Category 3 2
Use of a variety of Student utilized 3 or more
color colors on rock creation
Pond Environment Student created a piece
representing something living
in a pond environment
Identifying living . Student accurately identified
nonliving 4 out of 5 living organisms
Total Score /9
Student utilized 2 colors on
rock
Student created a piece
representing a living
organism not found in a pond
environment
Student accurately identified
3 out of 5 living organisms
/9
1
Student utilized only 1
color on rock
Student did not represent
a living organism but did
create an art piece
Student accurately
identifies 2 out of 5
organisms
/9

Name_________________

Circle all the living organisms.

Create the assessment method you would use if the lesson was implemented in
the classroom (rubric, checklist, inventory, anecdotal record).
Add data to the assessment method (rubric, checklist, inventory, anecdotal record)
using pseudonyms for 5-6 children.
The assessment method (rubric, checklist, inventory, anecdotal record) should align with the objective,
standard and lesson.

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Assessment Informal observation assessments include
(NAEYC 3a-c, questions or descriptions of student
5d) expectations (What is being observed?).
Assessment rubrics, checklists, etc. are
attached with data from 3 imaginary
students with varied outcome.
The assessment is tightly linked to the
objectives/standards.
The assessment is generally
linked to the
objectives/standards.
The assessment is described
and some evidence is attached.
The assessment is somewhat
developmentally or culturally
appropriate. There is no
connection to the
objectives/standards. The
questions or data in the
assessment are missing.
The assessment is not
developmentally or
culturally appropriate.
The actual assessment
instrument and the data
are missing

Names: Aubrie Smith Gentry Jones Hayden Brown Van Burgundy Hallie French

29 June 17 29 June 17 29 June 17 29 June 17 29 June 17

Date:

Action
Observed:
Confidence
Initiates
questions

Is sure
answers will
be found

Helps
others with
problems

Flexibility:
Solves
problems in
more than

one way
Self corrects
when
getting a
wrong

answer
Other/notes Does not get Great job using Needs more Might not be Excelled with in
discouraged new methods motivation for confident with all of these.
when getting a for solving reworking wrong helping others
wrong answer problems. math problems work through
but instead instead of just math problems.
works out giving up.
problem again
to find the
correct answer.

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