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.