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My hypothetical class will be a 1st grade class with about 22-25 students. My classroom layout will be desks formed in groups of 4-5 in a square formation.

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The different subjects that will be taught in this grade, due to the TEKS, will be English Language Arts, Math, Science, and Social Studies.

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The school will be in a highly populated area that is very urban. My class will include a diverse group of students from various cultural and religious backgrounds. Several students will be English Language Learners, with Spanish and Arabic as their first languages, reflecting the cultural diversity within the community.

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My students will have a range of strengths and learning preferences. Some are visual, auditory, or kinesthetic learners, so I will vary my instruction to engage different senses—through hands-on activities, visual aids, or listening tasks. Students will also be at varying reading and skill levels. While some will need more structure and support, others will be ready for more flexible, advanced learning opportunities.

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Content: Leveled readers and math tasks

Process: Teacher-led small groups, peer support, and visual aids

Product: demonstrating understanding (drawing, oral, hands-on)

Enviornment: Visual schedules, sensory tools, and calm-down areas

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Special Education Needs:

a couple of students with IEP

1 with speech/language impairment

1 with autism spectrum disorder (mild)

504 Plan:

student with ADHD (behavior plan and frequent movement breaks)

Gifted and Advanced:

students with reading above the grade level and need enrichment activities

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1. Emphasizes Modeling and Observation

1. Students learn behaviors

2. Teachers can model positive social behaviors

2. Support positive classroom culture

1. encourages the use of role models

3. Connects learning to real life

1. Students learn not only from direct instruction but from watching others

4. Promotes self-efficacy

1. As students watch their peers succeed, they build confidence in themselves

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1. Highlights the importance of social interaction

1. learning is a social process

2. encourages the use of group work

2. ZPD

1. helps teachers identify what a child can do with guidance/independently

2. promotes scaffolding

3. Acknowledges cultural and language influences

1. Backgrounds shape how they think and learn

4. encourages active, student-centered learning

1. shifts the focus from passive reception to active participation

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1. Overemphasis on external behavior

1. Focus heavily on observable actions

2. Influence negative modeling

1. Students can also learn negative behaviors from peers and the media

3. Less structure for skill progression

1. The theory does not provide clear developmental stages

4. Assumes equal observational opportunities

1. some students may not benefit as much from observational learning alone

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1. can be difficult to apply practically

1. ZPDs are somewhat abstract and not always easy to identify

2. Relies heavily on skilled instruction

1. Good scaffolding requires highly attentive and skilled teachers or peers

3. Less emphasis on individual learning differences

1. Focuses more on social context, less on how individual differences

4. Lacks clear developmental stages

1. doesn't offer a structured framework

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By applying Vygotsky's and Bandura’s theories to my 1st-grade class, I can build lessons that help students learn from each other and through real-world examples. Vygotsky’s ideas remind me to use group work and give extra support to help students work just beyond what they can do alone. Bandura’s theory helps me remember that students learn by watching others, so modeling positive behaviors and learning strategies is important. Together, these theories guide me in creating a classroom where all students can grow socially and academically.