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Being that I teach a range of abilities, I feel that I use this theory a decent amount in my teaching. My students each have unique goals: some want to learn to read while others want to move up in reading levels or improve comprehension. I think this is interesting that it is it's own theory as I think each student should always have their own goals and knowledge taught tailored to their abilities... isn't that the goal of a teacher is to help each student?

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I need to understand that students cannot grasp the information I present them with unless they feel an emotional or rational relationship to it. Therefore they need to feel compelled by my lessons and teachings to want to be invested in what I say

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I believe that modeling can be a crutch as students may believe they will always be reminded of how to do things. However, as they might become lazy and reliant on reminders, students also can find more constant success through their being shown how to do things correctly.

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Constructivism requires the modeling of how to think critically, which I think shows how all of these theories can occur simultaneously or consequentially.

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I would like to continue to investigate the logic of this theory as what if a student learns the incorrect way over the correct way by way of successful error or memory of the wrong over the right?

I understand that this might be rare, but I find direct instruction or discovery of the right instead of trying the wrong to be better for muscle memory.

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Currently, Ensworth follows the Responsive Classroom teachings, which encourage modeling. I feel as though we do this at the start of every new activity, and periodically as we do commonly done activities, too.

I will take this reading as encouragement to continue to do what we are doing instead of wondering if this is necessary.

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The Zone of Proximal Development Personal Thoughts

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The Zone of Proximal Development Personal Thoughts

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I have a difficult time finding a balance between these two concepts in the classroom, with and without assistance. This is a personal goal of mine to improve upon as I continue to grow as a teacher. However, I think a part of my challenge comes from the fact that my students truly might not know things. Yet, how can they learn to learn things if I continue to give them the answers of specific means to find these answers?

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We currently practice Orton Gillingham's teachings for our Kindergarten language intensive

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I want to incorporate the discovering of their own examples into my teachings through making their own rhyming words during dictation. Rather than saying "The word is "pig", write pig", I want them to make up a word that rhymes with pig (fig, rig, mig, stig, etc).

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This theory takes a lot more planning and practice... which sadly can be a tough thing to accomplish as a teacher working with multiple classes/students. However, we need to work on this as much as possible as teachers so that our students learn to discover things for themselves.

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The theory states that learners (our students) construct knowledge rather than passively absorb information

Students make their own inferences of the knowledge they are presented with to incorporate new information into their pre-existing schemas.

learning must be done in a meaningful and emotional way

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an evidence-based hypothesis about the specific goals you intend to accomplish during the school year

each student has a unique set of goals, so they have unique plans for lessons and learning

the teacher must be very involved in the lessons so that they know how to construct information for each child, and grade based on their goals not the curve/average

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immediate and clear learning or understanding that takes place without overt trial-and-error testing

students recognize relationships or make associations between objects of actions that help solve new problems

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immediate and clear learning or understanding that takes place without overt trial-and-error testing

helps by making recognizable relationships while solving problems

learning is a cognitive experience, not behavioral or observational

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the space between what a learner can do without assistance and what a student can do with guidance or in collaboration with more capable peers.

With the perfect balance of assistance and a lack thereof, students can be pushed in a comfortable amount that makes their minds expand and learn.

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Demonstrates the requisite behaviors or ideal way of acting within a learning environment

In short, the teacher should show students through action and words the way the activities and learning should take place

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This is an inquiry-based learning method that takes a constructivist approach to education, where students are encouraged to construct their own knowledge through a self-directed learning process.

An example is making their own example alongside yours

Students must organize and categorize the information they are learning in addition to this process

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Takes place in a classroom where a certain subject will be discussed by the teacher in the class and the students will analyze it in order to better grasp the lesson being discussed.

This can be understood through the example: "S-A-T, blending SAT".

they must understand the individual sounds before they can grasp the whole topic

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Reception is what the first year of education in some places is called because it is the breakdown of material in that way.

Also referred to as expository because it is an exploration deep within the material before the greater subject is taught specifically

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Has five key aspects

content (actual and processed discovery through delivery)

team problem solving

hands-on learning

reflection and connection

learner accountability

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This is a self-directed learning process in which they must apply their own efforts and understandings in order to expand what they already know.

This is also known as instructionless learning because the teacher does not direct what they learn but rather creates a space for their own learning to occur

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there are four stages of insight learning

preparation

incubation

insight

verification