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# Teaching Practice Task 4: From Theory to Practice

Program link: This task is associated to the guidelines of the course EPR 3003 – Mathematics for the
Primary School Teacher Course learning outcomes 2 – Recognize the relationship between how
children learn mathematics with the theories of learning and their psychological impact on learning
math.

Objective: You will identify teaching and learning activities that can be related to behaviorist and
constructivist theories. You will note at least ten activities (for English, Math or Science) that the
teacher or you used. For each activity noted, identify the theoretical perspective and evaluate the
activity for engagement.

## Activity observed in class Theory Engagement

1. Multiplication activity which CPA “Concrete, The engagement part is that the students were
they had a work sheet and Pictorial and engaged to solve the question using materials
cubes so, they had to figure Abstract” and drawing.
cube then draw it and last
2. Using models to multiply VAK learning The engagement part is that the students were
activity which they had the style “Visual, engaged to find the answer using kinesthetic
place value cubes and small Auditory, and learning style that was easer for them.
boards so, they had to do the
Kinesthetic”
multiplication process using
the place value cubes then
write the answer on the small
board. They use the
kinesthetic learning style
“fine motor skill”.
3. Division activity which they Scaffolding The engagement part is that the students were
had division equations in their “Jerome Bruner” engaged to solve the equations used
book and some students instructions that the teacher explained it for
needed help from the teacher
them which easier for them was to use the
so, the teacher helped them
by explaining the instruction instruction while answering the equation
here the teacher used the questions.
theory of scaffolding.
4. Worksheet activity which in ZPD zone of The engagement part is that the students were
this activity they had a proximal engaged to work alone to have a point in
different question on development reword chart and it was engaged for the lower
multiplication and they have
“Lev Vygotsky” level students because they had a little teacher
to work individually but for
the lower level students the to help them.
teacher put each higher-level
student with lower level
student to help her.
5. Make a worm insect activity Bloom’s The engagement part is that the students were
which in this activity the Taxonomy engaged to use their handmade and create the
students use one step of “Dr. Benjamin worn insect.
Bloom’s Taxonomy when
Samuel Bloom”
they create the worn insect
and write on it the answers
on each question.
6. Review activity which in this Using The engagement part is that the students were
activity the teacher used a manipulative engaged to involve in the game and know what
game website to review for materials, games they learned from that last lesson and what in
“Zoltan Dienes” what they need help.
multiplication lesson.
7. Ken Ken sheets activity which Cognitivism The engagement part is that the students were
in this activity the teacher “Jean Piaget” engaged to use their mental thinking to solve
gave this sheet for the higher- the sheet and move to another sheet.
level students to use their
mental thinking in solving the
sheet and move to other
sheets.
8. Problem solving activities Problem solving The engagement part is that the students were
which in those activities the “Polya’s Four engaged to solve the problem-solving
teacher taught the students steps” questions after learning the steps of solving
first the instruction of how to
those problems.
solve those problems which
they are the Polya’s four
steps.
9. Differentiation groups Differentiated The engagement part is that the students were
activities for those activities Instruction engaged to work as a group and the activities
the teacher divide the fit with their levels.
students to three group and
each group has a color that
related to a level E, D, M.