analyzing schools
It was a typical Monday for Mrs. Otter, after lunch she had her usual 3 classes. Water was the first group, Nets the second and Earth the third. Before she would begin class, students had to follow the agenda for the day. The agenda is located at the front of the board and it tells the students what they will need for the class. Once the students are seated quietly, Mrs. Otter points out the incentive chart; a listing of each group’s name. If the students follow the criteria for the incentive chart, they will receive a sticker. The group with the most stickers after a month will receive a reward. The lesson plan for the day is analyzing the characteristics of a hero/heroine. The first and third group for the afternoon had the same lesson plan. Building upon the homework from the night before, students in the class are asked to share what they wrote for their characteristics of a hero/heroine. After about half of the students read their characteristics to the class, Mrs. Otter pooled their characteristics into a main concept. She thanked each child for sharing and placed a sticker on the incentive chart for class participation. She then handed out a sheet of paper and asked students to pair up an
Other students had similar problems, which may be validated due to their status in Piaget’s stages of development. The second group for the day was Nets, this group works through the Connecticut Mastery Test’s (CMT) practice math workbook. The final visible theorist in this lesson is Piaget and his stages of development. ------------------------------------------------------------------------**Bibliography**. d develop a list of 8 characteristics of a hero/heroine. Once the children paired up they were utilizing the notion of the “zone of proximal development”; two children with similar IQ or in the same Piagetian stage may challenge or stimulate each other into learning. (28) This technique is also present when Mrs. Students were called on to answer and explain the examples. Vygotsky, Skinner, and Piaget are the three most appropriate theorists for this particular day in Mrs. After I she round!ed the numbers I gave her the figures to add orally, “Rachel what is 12+5? She gave me a blank stare, after I wrote 12+5 = down she told me the answer is 17. She needed the construction of a concrete physical situation to answer the word problem. Otter explained estimation, the class answered a few examples.
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