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 and deve
(43) She will eventually fully develop into the "concrete operational" stage, and be able to do similar problems with an abstract focus. (58) The math lesson also exhibited Vygotsky's theory. In this case she is uses the "incentive chart" to gain class participation, good behavior and as a result more valuable learning environment. However she did not understand, so I had to write the figures down and show her why we would round each number. The example stated Tann paid with a $20 bill, and only received $1 change. Otter explained estimation, the class answered a few examples. Next it stated, "using estimation did Tann receive the correct change"? At that point in class, I circulated the room offering help to those students in need. Skinner's theory of learning is best supported through the "incentive chart". The example called for rounding the price of three supplies purchased $2. This technique is recognized as "shaping behavior via reinforcement". Other students had similar problems, which may be validated due to their status in Piaget's stages of development. First I tried to talk through the reasons we round up. Otter asked me to circulate around the room, some of the students might have learned by imitation. The second group for the day was Nets, this group works through the Connecticut Mastery Test's (CMT) practice math workbook.
Common topics in this essay:
IQ Piagetian,
Test's CMT,
Nets Earth,
Skinner Piaget,
Gilgamesh Otter,
Paper Topic,
Gilgamesh Eventually,
incentive chart,
characteristics hero/heroine,
learning children,
class students,
stages development,
learning theories,
lesson plan,
students follow,
otter's lesson,
vygotsky's theory,
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