Read the passage below and answer the following questions 1. Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories. 2. Explain why the example in A1 is an application of Piaget’s or Vygotsky’s cognitive development theories. While team-teaching is a great benefit when it comes to planning and carrying out lessons, it does occasionally lead to time constraints as I must be prepared to teach another group of students when the allotted science time expires. In the classroom, there is 1 working computer that runs the Smart Board. An instructional challenge that I faced involved getting parents to participate in the learning process. Thus, I incorporated a take-home project in the science sequence. Previous to this learning sequence, students carried out investigations where they measured weather and temperature in 1st grade. I taught these students problem solving using double and triple-digit addition and subtraction with regrouping concurrently through the use of the district math curriculum. All of these skills were integrated into this science sequence. Change was observed through recording daily weather data and analyzing differences in the data between days, times, and locations. Weather instruments were created to measure wind speed, wind direction, and precipitation. The overall science goal was for students to develop an understanding of the changes in weather through hands-on explorations. The overall math goals were for students to understand and use graphs, measure using standard units and develop strategies to solve story problems. These math and science goals were chosen based on a student interest survey as well as my observation of their eagerness to understand the weather. These goals follow National Standards for 2nd grade science and mathematics. Additionally, in a previous math unit students enjoyed asking survey questions of students in other classes, recording data, and analyzing their results to share with our class. However, assessment results proved that the majority of the class needed more practice with these skills to reach mastery level. Furthermore, these goals gave me the ability to plan interdisciplinary assignments between the science learning sequence and the State Standard Course of Study to develop students' ability to solve multistep addition and subtraction story problems. Finally, learning to measure using standard units, such as inches, was an introduction that built background knowledge for an upcoming math unit on measurement and district formative assessments in 2nd and 3rd grade. To evaluate student knowledge in light of these objectives I used both informal assessment (activity follow-up questions, observation of student participation, creation of weather tools, and ongoing learning portfolio) and formal assessment (student rubric, teacher rubric, written pre and post unit tests). The use of these types of informal assessments were chosen to fairly measure the abilities of the visual, auditory, and tactile learners and determine progress toward meeting the objectives throughout the learning sequence. The formal assessments assisted me in planning this science sequence based on their prior knowledge, provided evidence of goal mastery, aided me in supplying feedback during reteaching, and guided planning of subsequent learning sequences. Several activities and experiences were used in this learning sequence to address the learning modalities of all students. I also enhanced my lesson preparation, instruction, assessment, and feedback through the use of the Sheltered Instruction Observation Protocol (SlOP) Model, not only to benefit my English Language Learners (ELL), but to increase the understanding of all of my students. I built background, carried out lessons, and assessed, with the use of pictures cues, scaffolding with graphic organizers, and focus on content and language objectives. I did this to assure that students listened, read, spoke, and wrote throughout each lesson of the learning sequence. Many Classroom Materials were used for students to describe weather using quantitative measures of temperature, wind direction, wind speed, and precipitation. Vocabulary word and picture cards were used to introduce each lesson then displayed on the science word wall for students to access. This was done in effort to reach my visual learners.
Read the passage below and answer the following questions
1. Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories.
2. Explain why the example in A1 is an application of Piaget’s or Vygotsky’s cognitive development theories.
While team-teaching is a great benefit when it comes to planning and carrying out lessons, it does occasionally lead to time constraints as I must be prepared to teach another group of students when the allotted science time expires. In the classroom, there is 1 working computer that runs the Smart Board. An instructional challenge that I faced involved getting parents to participate in the learning process. Thus, I incorporated a take-home project in the science sequence. Previous to this learning sequence, students carried out investigations where they measured weather and temperature in 1st grade. I taught these students problem solving using double and triple-digit addition and subtraction with regrouping concurrently through the use of the district math curriculum. All of these skills were integrated into this science sequence. Change was observed through recording daily weather data and analyzing differences in the data between days, times, and locations. Weather instruments were created to measure wind speed, wind direction, and precipitation. The overall science goal was for students to develop an understanding of the changes in weather through hands-on explorations. The overall math goals were for students to understand and use graphs, measure using standard units and develop strategies to solve story problems. These math and science goals were chosen based on a student interest survey as well as my observation of their eagerness to understand the weather. These goals follow National Standards for 2nd grade science and mathematics. Additionally, in a previous math unit students enjoyed asking survey questions of students in other classes, recording data, and analyzing their results to share with our class. However, assessment results proved that the majority of the class needed more practice with these skills to reach mastery level. Furthermore, these goals gave me the ability to plan interdisciplinary assignments between the science learning sequence and the State Standard Course of Study to develop students' ability to solve multistep addition and subtraction story problems. Finally, learning to measure using standard units, such as inches, was an introduction that built background knowledge for an upcoming math unit on measurement and district formative assessments in 2nd and 3rd grade. To evaluate student knowledge in light of these objectives I used both informal assessment (activity follow-up questions, observation of student participation, creation of weather tools, and ongoing learning portfolio) and formal assessment (student rubric, teacher rubric, written pre and post unit tests). The use of these types of informal assessments were chosen to fairly measure the abilities of the visual, auditory, and tactile learners and determine progress toward meeting the objectives throughout the learning sequence. The formal assessments assisted me in planning this science sequence based on their prior knowledge, provided evidence of goal mastery, aided me in supplying feedback during reteaching, and guided planning of subsequent learning sequences. Several activities and experiences were used in this learning sequence to address the learning modalities of all students. I also enhanced my lesson preparation, instruction, assessment, and feedback through the use of the Sheltered Instruction Observation Protocol (SlOP) Model, not only to benefit my English Language Learners (ELL), but to increase the understanding of all of my students. I built background, carried out lessons, and assessed, with the use of pictures cues, scaffolding with graphic organizers, and focus on content and language objectives. I did this to assure that students listened, read, spoke, and wrote throughout each lesson of the learning sequence. Many Classroom Materials were used for students to describe weather using quantitative measures of temperature, wind direction, wind speed, and precipitation. Vocabulary word and picture cards were used to introduce each lesson then displayed on the science word wall for students to access. This was done in effort to reach my visual learners.
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