wk 2 Learning Theories Reflection

T2P

Piaget would argue that if we as teachers "make careful observations of how young people construct meaning or knowledge" (IN Goodman, 2008, p.19) through on-going data collection on a student's cognitive development, then we can create an optimal instructional environment because we will be able to tailor our lessons according to the cognitive stage of the student. Once we have identified the student's actual developmental level, we can use scaffolding tools to graduate the student to their potential development level through their Zone of Proximal Development (Goodman, 2008). According to Maslow's hierarchy of needs, the scaffolding tools we would use to guide the student on their cognitive developmental journey may change depending on their starting point or what needs still need to be met.

Today's reflection - 6/8/10

- We started the day with an activity to engage students in story telling. This is a great technique as it initiates participation at the beginning of the day but it also de-emphasizes the perspective of power teachers often embody. We then reviewed the schedule for the day. I personally favor clearly visible agendas as I believe it helps manage the student's expectations.

- The RSQCC2 exercise helps students recall what they learned previously and primes them to bridge that learning into today's lesson.

- A case study was used to foster discussion on the topic of the importance of social learning and relating that to Yero's reading (relating the concepts of a teacher's beliefs, behavior, disposition, vision and how they all affect the environment). Accordingly, students broke into TPS (think, pair, share) groups to discuss the case study. I felt a little too much time was devoted to this exercise. A learning for me is that during these break out sessions, it is great for the teacher to jump in and out of conversations, but it is important to make sure the whole class understands any new concepts the teacher may have helped one group get to.

- The teacher shared an "outside-in" example - B. Puttnam's Bowling Alone to further explain the importance of social learning within comfortable affinity groups.

- A video clip demonstrating the theory of integrated studies was shown prior to breaking into INTEL groups, where students were asked to create a lesson plan on one of the four following topics: critical thinking, team work, health & wellness or adolescent brain. I personally felt too much time was spent on the importance of social-learning in the morning (especially when it was going to also be covered as part of the Vygotsky's discussion) and not enough time was given to students to create their lesson plans. This was the students first experience with lesson plans so some education was needed on the format in general before the students could get started with the task. Students were excited by the lesson and engaged with this activity however without a clear understanding of what success would look like with this activity, it was hard for them to manage their time accordingly.

- The end of the day was spent on the philosophical perspectives of Piaget and Vygotsky. Many different techniques were used to teach these theories (which Vygotsky would say is quite appropriate). The pre-class reading assignment and the application to Bloom's Taxonomy helped students interrogate these philosophies. Further the videoclips, the class discussion and the dialogue stations helped students achieve a mastery of the two concepts. I particularly thought the dialogue stations were an excellent way to maintain engagement at the end of the day as students had to get up and move. (Great way to keep them awake!)

- Finally the teacher used a few in class assessment tools like "cold-calling" and asking students to build upon the previous student's comment. These tools really required the student to remain engaged and to actively participate. However I observed a few students did not understand "cold calling" was starting and may have felt a bit demotivated.

- As a teacher, I will strive to always clearly manage the students expectations for each activity. Perhaps things like written directions and clearly articulating what success looks like for each activity will be helpful.