Piaget TIPR

1.  In a different class that I observed, I found that while Piaget is being introduced, it isn't being implemented in the correct way. When disequalibrium is introduced to the class, in this case, determining the type of sentence. The teacher passed out a worksheet at the beginning of class and asked them to complete the practice exercises on the back. Instead of explaining the worksheet, or the types of sentences, or even doing one on the board with the class, she asked them to read the whole worksheet filled with dense material and then ask different people if they needed help. While she did attempt to hep them find equilibrium  by walking around and answering questions, usually she started out with asking them if they had read the directions, and then told them to read them again. I suppose that you could make the argument that her students were learning how to solve the disequilibrium on their own by using assimilation. They had previously earned how to identify simple and compound sentences. So they were able to use assimilation, by using process of elimination. Each student could look at a sentence and then figure out if the sentence was simple or compound. If it wasn't, then they could learn the new concepts of complex and compound complex in order to assimilate  the information. There is also a little bit of the element of accommodation. Each student was able to learn new work and shift their mindset to understand the new information. Without being able to see all of the sentence types, there wouldn't be room for visually seeing the old and new information that is being accommodated. Perhaps in this instance, the assignment is a great example of Piaget. The next assignment that had been given once they finished the sentence one, was a worksheet about understanding what test prompts are asking you to do. This worksheet, while again, had no instruction, was an excellent idea. The students were able to organize the information they already knew, and figure out how it would relate to them when they are in state testing. They were able to put the information into their own schemas  about state testing, and what you do when you are faced with an essay on a  test. The teacher is gearing her instruction towards the operational stage of formal operation.  The students are being asked to use deductive reasoning when figuring out what type of sentence each one is. They also learn how to classify and compare information.
2. The student's needs lie in needing more help making sense of the disequilibrium that comes from learning.  While the basic pieces of Piaget's theories are being addressed, they aren't able to fully be addressed because there is a missing piece of instruction. The assimilation, accommodation, and adaptation pieces are lacking a little bit because they are left in such disequilibrium.  Perhaps just one example sentence done as a class, or a reminder about some of the tricky material to watch out for, would have been helpful, and helped these processes move along more. I do think that the operational stage that is being addressed here is appropriate for their age and learning. They are being asked to do appropriate tasks for their stage of development.  I also think that play could be implemented more here. They weren't allowed to work as groups, or with a partner. Leaving them to muddle through the assignment for the whole class period in the dark.
3. In my mini lesson, I could implement more of these strategies by giving a better introduction to the concept. I think that letting each student struggle with the material is a good idea, since that way, when they reach equilibrium, it will be more internalized and understood. I also think that showing them some of the connections that they have already learned will help them with the process of accommodation.  They will be able to recognize that they have already learned some information, and now they need to figure out what to do with the new information. I also think that letting the kids play with the material is beneficial. Each student needs to be able to move through the information that they are learning.

Vygotsky TIPR

In the classroom that I have been observing, some great work happens. The learning environment is fun and open, and the kids pretty much understand what is being asked of them. For this blog post, I will be focusing on one specific lesson that I observed. The lesson was an introductory onto their next unit, World War 2. The teacher had the chance to be the MKO as she stood in front of the class to explain the new unit, and why it is important to life.  Because it is an introductory unit, she is the only option for an MKO in this setting. The students didn't know about Terezin, the concentration camp that was being discussed in class that day, and so the students were able to enter into their zones of proximal development. The students were in the space to learn because of the environment that has been set up, and they were able to enter into the expansion of learning. She supplemented the lecture with poetry that had been written by the children of Terezin, and connected that to their previous unit on poetry. The students were able to take what they knew and were familiar with, and move towards the area of learning and the ZPD that they didn't know.
     The second half of the class period moved into play. In order to supplement and scaffold the lecture portion of the class period, the students were assigned to create their own butterfly, just like the children of Terezin. After the students have created them, the teacher will hang them all from the ceiling throughout their unit. The last day of the unit, when the students come into class, she will have removed all the butterflies belonging to the children that didn't survive the Holocaust. This activity develops the ZPD even further as it allows the students to expand their knowledge and internalize it more. Internalizing knowledge is an end result of learning. The students are able to turn the lecture into a more tangible thing which helps them internalize the material more. Scaffolding has occurred throughout this class period as the MKO tells them what Terezin was and how it exists, then leads them through poetry, has them work through an art project, and then shows how it will connect with the rest of the unit. I also liked how the MKO used mediation. Instead of using the time that the students were working on their art to catch up on things, she instead walked around the whole class, checking on students and holding individual meetings on an assessment she had just graded.

     I think the students may have needed a bit more instruction on the connection between how the butterflies will operate throughout reading Anne Frank. She also didn't leave them very much time to finish the project. They had about 10 minutes, but some students really wanted their butterfly to look good, and that wasn't long enough for them. As a result, one student especially, had a very difficult time working. She spent the activity time walking around the classroom, talking to other students, and talking back to the teacher.

     Perhaps to combat the issues presented by this student, working more with developing the learning culture. If she understands what happens when she refuses to work to the other students, than maybe a conversation could happen there. I could implement this when I teach my mini lesson and use collaborative groups instead. Maybe finding something she is good at, making her the MKO, and giving her a little more responsibility would help everyone focus more and find value in the lesson.