Developmental Psychology week 5

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Nov 24, 2024

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1 Developmental Psychology Week 5 Student’s Name Institutional Affiliation Professor’s Name Course Name Date
2 A. Classroom Activity: Building a Bridge i. Name the activity: Building a Bridge ii. Goal/objective: By involving students in group problem-solving and supporting their learning via social interaction, this exercise aims to illustrate Vygotsky’s theory of learning (Tear et al., 2022). iii. Materials needed for the Learners: The materials needed for this activity include Craft sticks, glue, masking tape, small weights (e.g., books), a ruler, or measuring tape. iv. Materials the Teacher would be using: Examples of bridge designs, pictures or videos of different types of bridges, a whiteboard or chart paper, and markers. v. What learners are going to do: The students will use the resources given to design and construct a bridge in small groups. vi. How the learners are going to do the activity: The students will discuss and plan their bridge design while considering stability, load- bearing capacity, and aesthetics. They will work together in their groups and exchange ideas to develop the most practical design. vii. How they are going to use the materials:
3 The students will build their bridge out of craft sticks and glue. For further stability, they may use masking tape to strengthen the joints. Small weights will also gauge the bridge’s longevity and strength. viii. What the Teacher is going to do: The instructor will provide direction, encouragement, and feedback at various stages to assist the exercise. To promote critical thinking and teamwork, the instructor will also ensure that all pupils actively participate in the activity (Alkhudiry, 2022). ix. How the Teacher is going to do it: The Teacher will start by presenting the idea of bridges and going through the many kinds of bridges, their functions, and their structural features. The instructor will review the assignment with the class and give detailed instructions. The instructor will go between the groups to monitor their development, ask insightful questions, and provide support as required. x. How the Teacher is going to use materials: To clarify various ideas of bridge building and design, the instructor will utilize photos, films, or samples of bridge designs. The instructor may also utilize a whiteboard or chart paper to illustrate and explain certain bridge engineering concepts or computations. B. Teaching the Activity with Zone of Proximal Development (ZPD) and Scaffolding: i. Using Zone of Proximal Development: The instructor will evaluate each student’s existing knowledge and establish each one’s unique learning levels. Based on this evaluation, the instructor will assign students to groups of various abilities, ensuring each group has a balance of strong achievers and kids who may
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4 require further help. The instructor may establish a zone of proximal development where the children can learn from and alongside one another, with more experienced classmates offering direction and support. ii. Scaffolding methods to use in the classroom: The instructor may help the student learn throughout the activity by using various scaffolding techniques. These may consist of the following: Modeling: The instructor may walk the class through the process of building a simple bridge design while emphasizing essential techniques. The modeling aids in students’ comprehension of the procedure and is a model for their building. Guided Practice: The instructor might provide detailed instructions that walk students through the preliminary steps of planning and building (Morano et al., 2022). Students benefit from this assistance as they grow in comprehension and self-assurance. Questioning: By questioning puTeacherscal thinking and building students’ problem- solving abilities. The instructor, by questioning, pupils might direct the class toward better solutions by asking questions that encourage the students to assess their design decisions and consider various considerations. iii. How to use the scaffolding methods: Modeling, supervised practice, and questioning are scaffolding techniques that may be used in the classroom. Through modeling, the instructor displays the steps involved in creating a bridge design, highlighting crucial approaches and giving pupils a tangible example to follow (Hinojosa, 2022). In guided practice, the instructor walks the class through each step while
5 offering encouragement as they work through the initial design and building phases. This boosts pupils’ self-assurance and deepens their comprehension of the assignment. Another proper scaffolding technique is questioning, which encourages students to think critically, evaluate their design decisions, and consider many variables and options.
6 References Alkhudiry, R. (2022). The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction. Theory and Practice in Language Studies , 12 (10), 2117- 2123. Hinojosa, D. M. (2022). Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies : teaching and Teacher Education , 111 , 103582. Morano, S., & Aigotti, S. (2022). How to build declarative and procedural fluency simultaneously using complementary independent practice strategies. Beyond Behavior , 31 (1), 53-64. Taar, J., & Palojoki, P. (2022). Applying inter-thinking for learning 21st-century skills in home economics education. Learning, Culture and Social Interaction , 33 , 100615.
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