The student is learning how to solve four to five word math problems. The math problems are at the third grade standard level. The student is a boy who is eight years old, he is my oldest son who is currently in third-grade at John Muir fundamental in Santa Ana, Ca. The teaching takes place in a room. In the room there is a desk with a computer and the math problems will be worked from. The student uses paper and pencil to solve the math problems.
Learning Objective(s) In my initial video, the student should learn to solve simple subtraction word problems. In the taxonomy table, this is considered a procedural concept because the student was learning the process of solving the problem. The teacher was modeling how to apply the procedures …show more content…
Within the cognitive development theory, there are four stages of schemes. There is a sensorimotor, preoperational, concrete operational, and formal operational stage. My student falls under the concrete operational stage. In this stage, the “child is capable of mentally reversing actions but generalizes only from concrete experiences” (Snowman & McCown, 2012). The student will be given the opportunity to engage in an activity that involves manipulation, exploration, discussion and application of the information being given. Even if the “information being presented (facts, concepts, procedures) are being efficiently transmitted from teacher to student through direct instruction, knowledge (rules and hypotheses) is best created by the student through mental and physical manipulation of information” (Snowman & McCown, 2012). Student and I will discuss the comprehension of the math problems. The student will then be given the chance to ask questions about the problem if any. I will ask the student to give an explanation of the problem in his own words, this will allow for me to see the comprehension of the math …show more content…
Students have a different zone of proximal development meaning the level of learning between simple and difficult where most learning occurs in. Zone of proximal development is “Vygotsky’s term for the difference between what a child can do on his own or her own and what the child can accomplish with some assistance” (Snowman & McCown, 2012). The student must work within his zone of proximal development if the task is too difficult it produces anxiety and if it is too easy it may cause boredom. The perfect zone is where the student is being challenged enough that it requires the assistance of the teacher. When a teacher is “helping students answer difficult questions or solve problems by giving them hints or asking leading questions is an example of a technique called scaffolding” (Snowman & McCown, 2012). For further instruction and to better scaffold my student I could teach the student how to organize and break down the problem independently. Using color coding, highlighting, and search for keywords would allow my student to complete the problem independently. Making tasks within the zone of proximal development can be quite challenging, but building tasks that are a little easier to achieve or have a little bit more scaffolding can help the student be successful in the zone of proximal development. Within the zone of proximal
Learning Objective(s) In my initial video, the student should learn to solve simple subtraction word problems. In the taxonomy table, this is considered a procedural concept because the student was learning the process of solving the problem. The teacher was modeling how to apply the procedures …show more content…
Within the cognitive development theory, there are four stages of schemes. There is a sensorimotor, preoperational, concrete operational, and formal operational stage. My student falls under the concrete operational stage. In this stage, the “child is capable of mentally reversing actions but generalizes only from concrete experiences” (Snowman & McCown, 2012). The student will be given the opportunity to engage in an activity that involves manipulation, exploration, discussion and application of the information being given. Even if the “information being presented (facts, concepts, procedures) are being efficiently transmitted from teacher to student through direct instruction, knowledge (rules and hypotheses) is best created by the student through mental and physical manipulation of information” (Snowman & McCown, 2012). Student and I will discuss the comprehension of the math problems. The student will then be given the chance to ask questions about the problem if any. I will ask the student to give an explanation of the problem in his own words, this will allow for me to see the comprehension of the math …show more content…
Students have a different zone of proximal development meaning the level of learning between simple and difficult where most learning occurs in. Zone of proximal development is “Vygotsky’s term for the difference between what a child can do on his own or her own and what the child can accomplish with some assistance” (Snowman & McCown, 2012). The student must work within his zone of proximal development if the task is too difficult it produces anxiety and if it is too easy it may cause boredom. The perfect zone is where the student is being challenged enough that it requires the assistance of the teacher. When a teacher is “helping students answer difficult questions or solve problems by giving them hints or asking leading questions is an example of a technique called scaffolding” (Snowman & McCown, 2012). For further instruction and to better scaffold my student I could teach the student how to organize and break down the problem independently. Using color coding, highlighting, and search for keywords would allow my student to complete the problem independently. Making tasks within the zone of proximal development can be quite challenging, but building tasks that are a little easier to achieve or have a little bit more scaffolding can help the student be successful in the zone of proximal development. Within the zone of proximal