Activity observed in class
1.
Students discussed in peers if
all animals have the same
habitat and why.
2.
Students had to make an apple
using red papers and plates.
Teacher showed them a
sample of how the apple
should look like.
3.
Students had to brainstorm
past tense verbs.
4. After they made their own
habitat using papers, fake
animals, sand etc. each
student had to come in front
of the class and talk about his
habitat and the animals that
lives in it.
5.
Students were introduced to
the word “habitat” and they
were asked to say it loudly
and repeats it.
6.
Theory Engagement
Social constructivist: Students were actively engaged during
Because Children were engaged the discussion. And they were able to
into conversations and were answer the teacher’s question.
socializing. According to social
constructivist theory we learn
through interaction.
Social constructivist: Students enjoyed the activity and they
Teacher showed a model of the knew exactly what to do.
activity to students before they
start.
According to constructivist
theory “In the classroom,
scaffolding can include modeling
a skill, providing hints or cues,
and adapting material or activity
(Copple & Bredekamp, 2009).
Social constructivist: Most of the students were engaged and
Students were able to connect were able to apply what they have
with their prior knowledge learned.
“verbs” and new knowledge
“past tense pronunciation”
Social constructivist: Students were very excited to talk about
According to this theory the habitats they made. And every
language plays a big role in student had the chance to talk.
learning. We learn through
communication and using
language to explain our
thoughts.
“Language is the tool of the
tools”
― Lev S. Vygotsky
all o the students were repeating after
Behaviorist: the teacher.
Because children were asked to
repeat a new word they don’t
know yet. To memorize it.
 Teacher read statements about
animals and their
characteristics, students had to
say whether to agree/disagree
with the statements.
7.
In groups, students had to take
turns and describe the animal
picture hey have, to the rest of
the group. that had to guess
the name of the animal. And
write it down.
Social constructivist: Students were highly engaged. They
They used what they already liked the thumps up/ down. And they
know about animals to decide were able to explain why they
whether to agree/disagree. agree/disagree with the statement.
“This prior knowledge
influences what new or modified
knowledge an individual will
construct from new learning
experiences (Phillips, 1995).
Students were interested, and they
Social constructivist: enjoyed the activity. they had the chance
Because Children were engaged to develop their speaking and listening
into conversations and were skills.
socializing. According to social
constructivist theory we learn
through interaction.

8. Students had to solve real
world math problems. They
had to: first, represent it by
drawing then write the
number sentence.
Social constructivist: Students knew what to do. drawing
“constructivism states that made it helpful for them to understand
learners construct meaning only how to write a number sentence.
through active engagement with
the world (such as experiments
or real-world problem solving).”

9. Students closed their eyes and
listened to how many times
the teacher will drop the
pencil in the basket. Using
only listening, they said how
many after she stopped.
10.
Students watched a video
about what animals need to
live. Then were asked
about it.
Social constructivist:
“The teacher must adopt the role of
facilitator not content provider.”
― Lev S. Vygotsky
Social constructivist:
The teacher role here was to ask
questions, facilitate and guide
the learning. While the students
had to think and use their
knowledge to answer.
all of the students were enjoying the
activity. and interacting very well with
it. most of them answered correctly.
Students enjoyed the video. And were
repeating after it. they were able to
answer the video-related questions that
the teacher asked.

The teacher makes sure he/she

understands the students'
preexisting conceptions and guides
the activity to address them and
then build on them (Oliver, 2000).