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
Vygotsky, Skinner, and Piaget are the three most appropriate theorists for this particular day in Mrs. Otter's classroom. Mrs. Otter's lesson exhibits Vygotsky's theory of the social nature of learning. When the children in the class shared their homework with the class, they created a social scene for learning. Children were able to listen to each other and compare their classmates' characteristics to their own. 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. (58) The math lesson also exhibited Vygotsky's theory. When Mrs. Otter asked me to circulate around the room, some of the students might have learned by imitation. This is when interaction with adults or peers in a cooperative social setting gives the children the opportunity to learn. (59) The students also utilize the theory of imitation through their ! ave 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. Upon the sharing of answers I noticed many students failed to answer the question correctly. The second group for the day was Nets, this group works through the Connecticut Mastery Test's (CMT) practice math
Some common words found in the essay are:
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,
Approximate Word count = 898
Approximate Pages = 4 (250 words per page double spaced)
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