Vygotsky's Preoperational Stage Of Development Case Study
I would explain to the educators I would have taught the students that measurement is determined by the length of an object to the nearest mark unit using rulers, yardsticks, meter sticks or measuring tapes. Now the students have to show their understanding of measurement by completing the workstation activities created for the skill. The educators will learn the activities are created based on each level of Bloom’s Taxonomy.
According to Adams (2015) Bloom’s taxonomy levels differentiates cognitive skill levels and leads to a deeper learning and transfer of knowledge and skills to complete a variety of tasks
(Adams, 2015, p. 152).Student instruction and activities are differentiated to meet all student needs. The educators will be reminded to check for student’s understanding and to implement rigor before the students start the workstations. For example, the students and teacher will complete a KWL chart about measurement. The KWL chart will provide immediate feedback to students about measurement and clarify how they process the information. There will be six workstation activities. At the Remembering workstation, students have to estimate the length …show more content…
Students will determine how much time they will spend at each station.
Students will determine as a group which station they will complete first. After each group has completed all workstations, students will share their accomplishments at each station and explain what else they might want to learn about measurement individually. After explaining the workstation steps, the educators will be allowed to choose three of Bloom’s Taxonomy level workstations to practice that they are not comfortable presenting to students.
Similarly, Piaget’s preoperational stage and Vygotsky’s concept of scaffolding both target how children learn based upon their developmental level. According to Sidek (2011) Vygotsky claims a learner has the ability to progress from their developmental level to another level through scaffolding that occurs with interacting with others (Sidek, 2011, p. 110). Since Piaget’s preoperational stage allows for children to accept the opinions of others, they are able to understand new concepts by communicating with their peers and scaffolding the old knowledge to learn and retain new knowledge. De Lisi (2002) expresses previous peer learning