Assessment Two: Case Study: Theory into Practice Scaffolding Rubric – approximately 800 words.

Choose ONLY between 3 and 5 concepts to observe per theory

Theory Key concepts of the theory Evidence – what have you observed? How does this inform your teaching? E.g. classroom
set-up, concrete materials, time allocation, practices
Piaget’s Cognitive Constructivist learning, 1.1: When beginning a new topic, students were ask Get students to reflect on previous knowledge in
Development developing schemas, to discuss what they remembered previously, allowing order to appropriately disturb each individuals state of
Theory (assimilation/accommodation / the teacher to be able to plan lessons and tasks that equilibrium.
adaptation) would disturb their equilibrium state. Encourage and plan for hands on learning
Equilibrium/Disequilibrium 1.2: Students were given opportunities to construct experiences.
Stages of dev – new knowledge through hands on learning. Most
Sensorimotor – N/A math lessons were supported with the use of
Pre-operational: socio-dramatic materials (shapes, money, etc.).
play, combination of schemas, 1.3: The development of abstract reasoning was
animism, representations of further supported in science lessons where students
reality, categorising, were encouraged make their own experiments,
egocentrism, centration, non- allowing them to test and formulate a hypothesis, and
transformation, irreversibility draw conclusions based on concrete evidence.
Concrete-operational : concrete
operations (materials),
inductive and deductive
reasoning, conservation,
compensation, reversibility,
compensation, seriation, logical
and spatial reasoning
formal operational: abstract
reasoning, hypothetical
thinking, idealism, egocentrism,
criticism, personal fable,
imaginary audience
Vygotsky Social mediated learning, More 2.1: Specific tasks were adapted to suit each child’s Students will work in large table groups, while
knowledgeable others, varying abilities. In doing so, students remained ensuring that there is an even mixture of more
Scaffolding engaged and stimulated, as the tasks were knowledgeable students placed with the less
ZPD, Cultural values of learning, appropriate for their level of knowledge. knowledgeable students.
Cultural tools, socio-dramatic 2.2: Students were grouped with the intention of high Allow for an appropriate amount of time allocated to
play, Language (social, private, achieving students working with lower achieving supporting children through the transition to ZPD.
 inner speech), students, allowing for peer scaffolding.
2.3: Teachers believed strongly in incorporating
discussion and socially mediated learning
opportunities into the classroom.
2.4: Students were grouped in large desks areas to
allow for a collaborative learning environment
Behaviourism Classical and operant 3.1: Positive reinforcement was a huge incentive for Utilise positive reinforcement to encourage positive
conditioning, Positive and students to do their work or to sit quietly on the floor, behaviour from students, however, these should be
negative reinforcement students were given raffle tickets, they went into the used intermittently.
(schedules of reinforcement), draw to win a prize. To manage and control negative student behaviours,
Punishment 3.2: Punishment was used frequently, students had to punishments should be implemented appropriately.
Reciprocal determinism have finished their homework before they were able Condition students to respond to and become
to go out for fitness, they were sent to work in a attentive to verbal cues.
buddy class until they had finished what needed to be
done.
3.3 The students had been conditioned to stop talking,
start listening and paying attention using clapping and
verbal cues.
Bandura’s Social Observational learning, 4.1 Teachers placed great importance on ensuring Lessons will have to be planned very carefully to
Cognitive Theory Role-modelling, that all lessons are engaging and interesting in order ensure that they will gain the students interest, thus
Attention, retention, to gain and maintain student’s attention. their attention.
reproduction, motivation, 4.2 Teachers would complete learning tasks or Allow time during lessons for students to observe
triadic reciprocal causation activities before sending students off to do the task, modelling, allowing them to gain a further
(personal, social, behavioural so that they have had the task modeled to them. understanding on what they have to do.
factors), self-efficacy, self- 4.3 Students were encouraged to develop
regulation personal/learning goals for the semester, allowing
them to remain motivated in their learning.
Attachment Theory Relationships 5.1 Mentor communicates with parents, building this Communication plays a big part in the development
Security relationship is clearly important for the teacher gain on a caring and nurturing classroom environment.
Sense of belonging an understanding about individual students and how Developing respectful relationships with not only
Class climate they can accommodate for individual needs. students but parents will be a big focus.
5.2 Student’s work is displayed in the classroom. Make an effort to understand what is happening to
Students have a large decision in how the classroom is students outside of school, and work hard to provide
set out, which all helps to further develop their sense them with a safe, and fun learning environment.
of belonging.
5.3: Mentioned the importance of knowing what is
happening in the students life outside of the
classroom. Knowing this helps teachers to provide
 students with a sense of security in the class.
Erikson Initiative vs Guilt (3-6) – make 6.1 Students watched Behind the News (BTN), from Engage and provide students with opportunities to
believe play, ambition, this students were encouraged to talk about political discuss and debate current political/social issues, to
responsibility, free exploration and social issues, allowing them to begin exploring help them to develop their beliefs about the world.
Industry vs Inferiority (6-11) – their moral, social, political views. Make focusing on the future a big focus in the
cooperation, goal directed 6.2 Professionals/tradespeople would come into the classroom, encourage students to begin thinking
learning, opportunity to achieve school and talk to students about their career. about their future by having adults from a range of
success Providing students with opportunities to explore professions come in and speak to students about their
Identity vs Role Confusion (12- work/degree options. jobs.
adolescents) – self-exploration 6.3 Students drew self-portraits, from this, other
and experimentation of social, students then added and wrote words that they
moral and political beliefs, thought best describe them. In doing so, students
dreams, career and how they were able to see how others see them in their
want to be seen by the world classroom community.
Bronfenbrenner's Nested environments 7.1 Mentor treated students as individuals and had There is a great importance in developing positive
Bio-ecological School context clearly built strong and supportive relationships with relationships with students, but also with students’
Systems Theory Parent/teacher relations them and their families. families.
Child/teacher relations 7.2 Because of the diverse range of students, it was Have a sound understanding of each students culture
Cultural values of learning important that the mentor provide students with a and family background to ensure that the curriculum,
(curriculum) culturally inclusive curriculum and classroom classroom environment is built around their needs
Government initiatives and laws environment. and is inclusive to all students in the class.
7.3 Provided up-to-date educational strategies, with
all teachers being educated around new technologies
and teaching strategies.
Information Short term memory: sensory 8.1: Ensures that all students are paying attention Work with students to develop a strategy that will be
Processing Theory register, attention before beginning the lesson, this is achieved by using used in order to gain student’s attention.
Working memory: focus, clapping patterns, and using I-messages. To support students in remembering new topics
processing, rehearsal, cognitive 8.2 Uses CRIME strategies, such as; rehearsal, CRIME strategies are beneficial and interesting.
load students repeat and practice new words or terms, for
Long term memory: transfer, example; they had to repeat the names of the four
storing and recalling different ancient societies that they had just learnt
information, reconstruction, five times.
meaning 8.3 Posters, books and other related resources were
Memory deficits (special needs) placed around the classroom to help students in
remembering/recalling and transferring the
information into their long term memory.