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Scenario 1: Balance Beams (observed class lesson)
Jenny, the 4th grade classroom teacher, wanted her students to understand that a balance beam will balance if the number of tiles multiplied by the distance on one side of the pivot point is equal to the number of tiles multiplied by the distance on the other side of the pivot point. To teach this concept Jenny asks students to get themselves into groups of 5 and provides each group with a balance beam and tiles to explore this concept. Once most of the groups were seated, she commenced with the activity instructions. First, Jenny instructed the groups to place 4 tiles on the 8th peg on the left arm of the balance beam. Next she requested that the students place 1 tile on the 2nd peg on the right side of the pivot point. Some groups were having difficulties following the instructions, so she drew a diagram representing the instructions on the board. Jenny then challenged the class to find a solution for balancing the beam without removing the tiles (ie. the tiles placed on the 8th and 2nd pegs were not to be moved). Jenny went back to her desk and observed the groups trying to solve the problem. There were lots of discussions and sometimes arguments between group members in their attempt to solve the problem. Jenny didn’t interject because she believed the children needed to solve the challenge for themselves. There were some kids not engaged at all in their group activity but instead were talking with friends from other groups. She believed that ignoring the off task students would mean those engaged wouldn’t be distracted and have their attention taken away from the challenge. Most groups used trial and error in an attempt to balance the beam and to Jenny’s surprise it took quite some time before groups began to come up with various solutions. The lesson ran well over the allotted time. Once a couple of groups solved the problem, she had the class pack away and prepare for the next lesson.
In relation to the above scenario-specific guidelines, answer the following;
1. Jenny’s lesson commences relatively well but ends poorly. Evaluate the progressive decline in her lesson in terms of the theories: information processing, constructivism and behaviourism.
2. How could the students’ learning of the concept be improved?
3. What recommendations would you make?
4. Key issues: In the case study you have selected, identify the significant learning and teaching issues facing the teacher and learners. Also identify relevant theories (Information Processing Constructivism, Ausubel?s Reception-Learning Model, Social Constructivism or Bruner?s Discovery-Learning Model) that underpin the key issues. The “Scenario Specific Guidelines” are designed to guide your identification of both the issues and related theory.
5. Implications: Evaluate the positive and negative aspects of what the teacher does and the impact of these on the learners (implications). The implications need to be linked to relevant theory and research to substantiate their evaluation and discussion.
6. Recommendations: Highlight recommendations to improve or further the teacher’s approach in the chosen scenario. Your recommendations should be clearly supported by specific relevant theoretical and research literature.
Must use the following texts:
1.
Educational psychology
Author: Anita Woolfolk Hoy 1947- author.
Notes: Includes bibliographical references and index.
Publication Date: 2016
Edition: 4th edition.
ISBN: 9781486019854
2.
Publication manual of the American Psychological Association.
Notes: Includes bibliographical references and index.
Publication Date: 2010
Edition: 6th ed.
ISBN: 9781433805615
LCCN: 2009010391
OCLC Number: (NUWS)813927-uwsdb-Voyager
Place of publication: Washington, DC :
Publisher: Washington, DC : American Psychological Association
5. https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=1092798
6.
Child development and education
Author: Teresa M. McDevitt
Notes: Includes bibliographical references and index.
Publication Date: 2013
Edition: 5th ed.
ISBN: 9780132486200