RUNNING HEAD: Vygotsky & Bruner Lesson Plan

Kilan Brown

Alliant International University

04/02/2020

TCH 7621

Vygotsky & Bruner Lesson Plan

 Vygotsky & Bruner Lesson Plan

GRADE 4th

SUBJECT Math

Students will have different visuals representing different fractions, they will have to order
LESSON SUMMARY
them smallest to largest then write 2 or 3 equivalent fractions on their own paper. Then they
will make the fractions using the apples.
This lesson provides the use and implementation of Brunner and Vygotsky as
How is Theory applied their theories provides great basis for a lesson plan, this particular lesson plan
in this lesson? involves social situation interaction, zone of proximal development and
structuring experiences
OBJECTIVE.
What will your students be able to do?

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how
the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.

This lesson will help students find and identify equivalent fractions as well. Students assessment will come as teacher and
paraprofessional are walking the room and tracking the students’ progress with fractions but most importantly as educators
we will implement the use of behaviorism and reward our students for every correct step and for the correct answer.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
Students will be assessed through their ability to complete their worksheets in groups. This will allow the students to build
confidence using visual aids.
COMMON CORE
How will you address Common Core standards?
Common core will be addressed in this lesson as students will use writing to summarize the lesson and when the students use
their communication skills to communicate which way works better for them to find equivalent fractions, on paper with
pencil or visually with the apples.
DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
 Vygotsky & Bruner Lesson Plan

 There will be several different ways for the students to learn the lesson. First we will go over fractions numerically
on the board.
 Then we will go over them hands on with the apple piece, this will allow the students to see the fractions visually.
Having multiple means of representation is very important as students learn in different ways. The more ways that
we can represent things the wide array of students we can reach.
 English language learners (ELL): were have extra 5 minutes and will have worksheets that have the definitions in
both languages. This will allow them to do the same academic material but have the directions in both languages.
Access to bilingual aide in their group.
 Students with special needs: Will have extra time to identify the fractions (5 minutes extra) they will also receive
the visual aids(apples) to worth with at their stations
 Students with gifted abilities: Will serve as the group leaders and will assist the groups with identifying the correct
fractions to go with the images on the paper and on the flash card.

 Early finishers (those students who finish early and may need additional resources/support): The students who
finish early will have the opportunity to earn extra point by creating 5 equivalent fractions. These students who are
finished early are going to be able to help other students

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it
will happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS
8mins How many of you guys have seen your parents Paper
cook, or prefer to eat your sandwich whole or Pencil
have in cut in half or maybe into smaller pieces? Students will write 4 Flash cards
How about your fruit ? Do you like to eat your fractions2 fractions and 2 worksheets
apple or oranges whole or cut up? This will equivalent fractions.
allows the students to see multiple ways of
seeing fractions and how they are set up. We can
do it using both numbers and the apples. Can
everyone write 2 fractions and 2 sets of
equivalent fractions
Staff will also give every student rewards (candy
from the jars) for every correct step in the
process.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS
8mins Teacher will go over the fractions written on the Students will work with Paper
board and show them represented by apple slices guidance from the teachers Pencil
in front of the class. with one another to find Flash cards
Staff will also give every student rewards(candy equivalent fractions worksheets
from the jars) for every correct step in the apple slices
process.
 Vygotsky & Bruner Lesson Plan

GUIDED PRACTICE (15 minutes – suggested)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Paper
Students will work with guidance from the Students will be able to Pencil
10 teachers with one another to find equivalent work ahead if they have the Flash cards
fractions. Teacher will first model how to write ability to. Worksheets
fractions and find equivalent fractions. Then Apple slices
students will be able to complete the first 4
problems on the worksheet together. Staff will
also give every student rewards (candy from the
jars) for every correct step in the process.

INDEPENDENT PRACTICE ( 25 minutes – suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS Apple slices
Teacher will walk to room to see if students need Students will be working to Worksheets
20min help. The key is to stay active and make sure complete their worksheet in pencil
s students get the guidance they need. their small groups. paper
Staff will also give every student rewards (candy
from the jars) for every correct step in the
process.
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?

TIME TEACHER STUDENTS

14 Teaching will go to individual groups and ask Students will have to give a
mins students which method helped more, basic math response to the teacher and
or visually with apple slices. their small group on which
Staff will also give every student rewards (candy
one they prefer. Students
from the jars) for every correct step in the will have the choice
process. between visually with
apples or with pencil and
paper.
HOMEWORK (if appropriate). How will students practice what they learned?
Not applicable
Vygotsky & Bruner Lesson Plan

Rationale:

Providing different educational and instructional strategies is essential for our students

success as well for us to be able to do the best we can as educators. Bruner and the Process of

Education provided me with great support and rationale for these strategies that are applied in

our weekly lesson. This involves social situation interaction, zone of proximal development and

structuring experiences. When we are able to build these into lessons for our students that is

when they are able to learn at an optimal level.

The first and most important concept is the Social Situation of Development (Vygotsky’s

Theory of Child Development - Ethical Politics, n.d). This is a very important step to focus in the

educational environment. We must ensure that our students have the ability and wherewithal to

understand what is going on in the lesson and around them. Vygotsky conceives of the social

environment in which the child finds itself and the relationship of the child to other people, not

just as a collection of factors, as influence or resource or context or community, but concretely as

a predicament (Vygotsky’s Theory of Child Development - Ethical Politics, n.d). If the students

are not comfortable and met with an environment that they can learn it, no learning will take

place. This lesson provides the structure for the students to learn in small groups while also

allowing them to work with manipulatives (Apples) in a way that will help them make solid and

concrete connections.

These students will be challenged in this lesson as they will be taking their knowledge of

fractions to the next level and finding out how to find equivalent fractions. This is their zone of

proximal development, that Vygotsky was refer to when he states, “range of psychological

functions between, on the one hand, those functions which the child is able to master without

assistance, and on the other hand, those functions which the child can manage if given assistance
Vygotsky & Bruner Lesson Plan

(Vygotsky’s Theory of Child Development - Ethical Politics, n.d).” This lesson will allow the

students to experience this in the lesson as the students will work with the teacher to learn the

material. Then the students have their own individual time to work and gain their own command

of the material and show that command as they work alone on the individual work. The quest, it

seems to many of us, is to devise materials that will challenge the superior student while not

destroying the confidence and will to learn of those who are less fortunate (Bruner, 1977). It is

the job of a great lesson when all students in the classroom can be challenged, this lesson

provides that and also has the ability for the instructor to scaffold the instruction to help the

students who are struggling.

Brunner states that, “Ways of conceptualizing that go with them become so habitual that

they finally become recipes for structuring experience itself, for laying down routes into memory

(Brunner, 2004). In this lesson we will get lots of practice in as the students will have guided

practice with their teacher and individual practice. This is ideal when you want structure the

students experiences to enjoy math. We want the students to receive guidance until they are

comfortable finding answers. We will even be rewarding the students with candy when the get a

step correct. This should ensure the students ability to conceptualize the method until it becomes

a habit.

Brunner and Vygotsky theories provides great basis for a lesson plan, this particular

lesson plan involves social situation interaction, zone of proximal development and structuring

experiences. When we are able to build these into lessons for our students that is when they are

able to learn at an optimal level. This lesson uses all of these theories and a way for the students

to get a good math lesson.

Vygotsky & Bruner Lesson Plan

References:

Bruner, J. S. (1977). The process of education. Cambridge: Harvard University Press.

Bruner, J. (2004). Life as narrative. Social Research, 71(3), 691-710. Retrieved from http://0-s

earch.proquest.com.library.alliant.edu/docview/209669779?accountid=25255

Vygotsky’s Theory of Child Development - Ethical Politics. (n.d.). Retrieved from

https://www.ethicalpolitics.org/wits/vygotsky-development.pdf