CH. 2
1. What is the difference between equilibrium and disequilibrium?
2. Consider Vygotsky's zone of proximal development (ZPD). Give an example of this theory within your classroom.
CH. 3
In my case study I have three boys who continue to disrupt our rehearsal time and cause commotion in the classroom. It is important for me to stop and consider each of the individual temperaments each of them represents and consider how that may affect their behavior. For instance, one of them could be very impulsive. The could have quickly reacted, giving an emotion response, to something the other boys said, and started a fight. I would need to make sure I was teaching this student how to use self control, and give him opportunities to succeed at self regulation. One of these boys might also have a hard time adjusting to new circumstances, and may have difficulty adapting to the new seating arrangement. I should consider giving him advanced notice of unusual activities or changes that take place in the classroom.
1) Equilibrium is state of being able to address new events with exiting schemes.
ReplyDeleteDisequilibrium is state of being unable to to address new events with exiting schemes.
2) An example in my class would be learning to weld. At first they will need guidence and help until they learn to do the task.
I think that Jessie is on the right track in trying to identifiy what is causing the boys to act out in an unacceptable manner. By finding the root cause for the disruptions she will be able to initate a plan to correct the misbehavior.
1. Equilibrium is the ability to use existing schemes to address new events, and disequilibrium is the inability to do this. (This question could be considered Bloom's type of comprehension question in the form of "explain".)
ReplyDelete2. For Vygotsky's ZPD, a situation in my classroom that would demonstrate this is subtraction with borrowing. I have worked with a few students on this task, and they have the ability to subtract, but cannot complete the problems without my assistance because they have not mastered the skill to borrow in the problems. (This could be considered an apply question from Bloom's Application.)
It seems that these students might be lacking in social and moral development and it is adversely affecting their behaviors. As a teacher, it is a hard, but necessary, job to mature these students in these areas.
1.
ReplyDeleteIn Piaget’s Theory of Cognitive Development, equilibration is the movement from equilibrium to disequilibrium and back to equilibrium, a process that promotes development of more complex thought and understanding. Students move back and forth between a state of balance and imbalance: equilibrium and disequilibrium. Equilibration is the desire for balance that forces students to construct new schemes or accommodate existing schemes.
2.
According to Vygotsky zone of proximal development (ZPD) is “ the distance between a child’s actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under guidance or in collaboration with more capable peers.”
In fact, ZPD as this abstract and flexible area of a learner’s development that defines the limits between which one can learn independently in order to reach certain development.
In terms of the second language acquisition of learners, this interlocutor could be a more knowledgeable learner or the teacher.
Teachers must recognize where is their students’ zone of proximal development by asking questions and recognizing the learner’s individual learning style. Thus, the zone of proximal development enables educators to define the learner’s immediate needs and the shifting developmental status, which allows for what has already been achieved developmentally, and also what the learner will be able to master in the future.
The ZPD concept can be used actively by the teacher on a daily basis in the classroom to fine tune the difficulty level of activities, so that students are presented with a task that is achievable, but challenging at the same time. For example, I cover French helping verbs first then I teach compound past tense which is formulated by a helping verb and a past participle.