1. 1. I think the learning theory that I can identify
most with is Vygotsky’s Sociocultural Theory. I like the balance that Vygotsky
provides between the learning that children do internally as well as with the
help of others. I am a strong believer that there is a lot of value from peers
learning from and teaching each other but I also believe that a lot of learning
comes from within themselves. I see the significance of students struggling
with concepts and reasoning through it using what they know and I also think it
is great to share their thoughts with students in the class and collaborate
with their ZPDs (Zones of Proximal Development) which will inevitably be at all
different levels.
2. 2. According to the Sociocultural Theory, learning
is based off of working with others as well as evaluating what can be done when
the student is working by themselves. Vygotsky believes that students can
achieve more learning when they work in groups with their peers, with the help
of teachers, other adults, etc. I believe in this theory because I also think
that sometimes students need a little help by getting other peoples’ ideas in
order to further their own thinking and development in the classroom. There is
a lot of collaboration involved in the Sociocultural Theory of learning.
3.
3. In my classroom, my students will be seated in
clusters with their desks facing each other instead of rows, which will easily
facilitate good group discussions as well as collaboration with their peers. For
example, let’s pretend I am teaching in a second grade classroom. In social
studies, I would introduce a concept like community and would have my students
work together with the clusters they are seated at to come up with three
examples of a community they belong to (school, neighborhood, grade, classroom,
etc.). This would also serve as a formative assessment for me to be able to see
if they understand what the concept of a community really means. Then, I would
assign a project for each student to choose one of the communities they belong
to and make a diagram of the different elements of that community: who shapes
that community, who is in charge of the community, who makes up the community,
etc. To wrap up the unit of community, I would assign the task to each cluster
of students to come up with one fundraiser idea that the whole class could do
that would benefit the community. To motivate
the students, I would let them know that the class would be voting on which
idea they want to actually carry out and in the end, we would actually carry
out one of the philanthropic ideas to benefit the community.
4.
4. First, I would use formative assessments like
the three examples of communities that the students belong to just to make sure
everyone in the class understands what a community means. I would not give any
scores to this assessment; it would just be for me to see if I need to spend
more time explaining what a community is or if I could move on through the
unit. Then, I would use another formative assessment of the diagram of a
community. I would make this assignment out of 10 points: 5 for choosing a
community they belong to, and 5 points for including all the elements of this
community. The fundraising plan would serve as the summative assessment because
it would be a good way for the students to display their understanding of each
of the elements of the unit on community: what a community is, what makes up
the community, how the community can change, and how to apply things to the
entire community.
Extra
Credit:
I am a little bit confused as to how to spark
intrinsic motivation. I have a deep understanding of extrinsic motivation and
using rewards but what are some common ways that teachers use to motivate their
students intrinsically?
Kim,
ReplyDeleteI also identify more with the sociocultural theory. I like that you would put your students in clusters of desks so that you can carry out this type of collaboration in the theory. A part of Vygotsky's theory is that students can talk themselves through a difficult task and by having them in clusters, that makes it easier fro them. Would you sample the students in alone work too so that they understand that not all tasks are meant to be worked on as a group, like a paper or test? Just a thought. Your bit on assessments is a great addition because sometimes teachers plan these activities and lose sight of what they should be paying attention to: the students' progress! Your formative assessment of the students coming up with communities is awesome. Also, I love your lesson! You could even have levels of community. For instance, 3 levels of community: their desk cluster, their school, and their whole corporation! You've come up with a really great plan!