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a) I think she used the learning should be active process; opportunities to explore, discover, create; making connections. She also used Vygotsky theory of scaffolding where she show how to go about doing a task before actually letting the students do the task in the community.

b) I like that whatever the teacher teach in class, the students were able to put into practise by doing the "coffee card" to the community. I would suggest the teacher to reward the students with badges to make them feel they are no different from anyone and they too can contribute.

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Sadie Guthrie adopted a sociocultural approach to cognitive development. She applied different social constructivist principles in her teaching and learning.

a) 1. Sadie Guthrie created opportunities for the students to
explore, discover, create and make connections.

- A visual concept map encompassing the “how”, “what”, “when”, “where” and “why” questions about the learning experience was created and displayed in the classroom. This provided a framework of the learning experience which in turn enabled the students to better understand what to expect.

- She encouraged her students to apply what they have learnt by interacting with people outside the school context. For example, the greeter’s role is to greet people, introduce himself and state the purpose of the visit.

2. Sadie Guthrie assessed and took the students’ stages of development into consideration prior to designing the activities.

- She acknowledges the importance of planning in each grade level.

- She illustrated and simplified the “how” question by breaking it down into smaller steps (first, then, next, after, next, last). This in turn enabled the students to follow through the steps systematically at their own pace.

3. Sadie Guthrie exposed students to hands-on activities and used authentic context to enhance the students’ learning.

- She brought the students to a bakery in the community.

- She allowed the students to engage in hands-on activities such as cutting the cookies, pouring coffee, taking orders from teachers in the school, catering to the orders, serving the teachers prior to and during the learning experience.

4. Sadie Guthrie arranged for social experiences and interactions.

- She encouraged her students to interact with teachers whom they have not met in the school.

5. Sadie Guthrie paid attention to developing the students’ higher-level thinking skills through engaging them in intellectually challenging activities.

- She seized the opportunity to teach the students about transportation skills as they travel on a bus to the bakery in the community.

- She played the role of an observer and encouraged her students to interact with the “strangers” in the community.

b) I like how the students are given different roles to play throughout the learning experience. I also like how the teacher makes a point to play the role of a facilitator rather than a director. While it is a brilliant idea to take pictures of the students engaging in their roles prior to the actual learning experience, I think the teacher could enhance the students’ learning by taking pictures of the students during the actual learning experience, and then creating a journal for each student. The teacher could also help to scribe the students’ verbal responses about their experiences. To stretch the student’s ability, I thought it would be good if the teachers can bring their “mobile coffee cart” out of the school context where students are given the opportunity to apply what they have learnt in school to the wider community,

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(a) Sadie Guthrie had used Vygotsky’s Sociocultural Theory of Cognitive Development. She is providing the students with such experiential learning that enables them to explore and discover things for themselves. She created the opportunity for them to make connections with people outside the school setting (eg, the baker) and exposed them to the ‘outside the school’ settings like taking the transportation and crossing roads. She also scaffolded and put up a detailed map for the students on what is coffee cart all about, why they are doing this and what each of their roles and responsibilities were. This enables the students to stay on task and know what is expected of each of them. Sadie Guthrie’s teaching certainly impacts the student and give them a positive feel and a sense of accomplishment.

(b) Sadie Guthrie’s lesson was rather inspiring. She gave students the opportunity to explore things and showed them a purpose. She made a detailed plan on how she was going to execute this coffee cart. She went on to explain to people who were skeptical about her project, all the functional skills, job skills, independence, and responsibilities that these students were to learn. She mapped out what these students are going to take away with them which gives a clear direction and purpose to this project. I would suggest that Sadie Guthrie can assess the students on their learning by letting the student go out on their own to get the baked goods and sell the items they have got to the teachers on their own while she steps away from them and watches them on how they carry it out without her presence.

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The teacher could have used constructivist principles of using concrete experience to develop understanding of abstract concepts through hands on and real life context.
I like the fact that the teacher creates the 'coffee cart' as a learning centre for the children to experience how it is like working with and in an inclusive community. This allows them to learn relevant job skills, functional skills and also being independent.

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(a)
Vygotsky's Zone of Proximal Development.  The teacher being the more knowledgeable person, guides her students in doing various tasks like taking a transport to the bakery and taking orders from the school staff.
Piaget's Cognitive Theory.  Students may already have prior knowledge of doing some of the tasks like making coffee at home, social script of holding a conversation with peers, remembering steps of doing a task.  Having a coffee cart done in school and having to collect baked goods are authentic settings and students are adding more / new information into their schema.

(b)
I like how one activity (having a coffee cart) incorporates so many skills that are essential to their adult life (eg. taking a transport, communication with strangers, money skills).  It also educates the school community and shows them that persons with disabilities can also contribute to society.

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Siew Foong
a) Learning is an active process and all knowledge is socially constructed.Students become active participants in their own learning where they learn life skills through doing coffee cart together in a group.They get to construct their own understanding and knowledge of the world via experiencing the roles and interaction with each other , teachers and community.

b) I like the idea of coffee cart project as it sets appropriate expectations for the students and they were  able to taste success to boost their self-esteem and learn life skills at the same time.
Perhaps the teacher can seek students' point of view in order to understand their thoughts and feelings to develop ideas for use to enhance coffee cart project or introduce new project.

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1. Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context.

E.g.: The teacher applied what she had taught the class in real life situation. For instance, after teaching them the definition of the word cashier, barista and related terms, the students will be going around selling coffee to the staff and they get to experience the authentic context of it. Hands on activities of making coffee etc.

2. Assess and take note of their stages of development and prior when designing activities and choosing content/curriculum (assess); developmentally appropriate.

E.g.: The teacher kept her instructions short and simple and break it into steps when she wrote it on the board. First >Then>Next>After

3. Learning should be active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people)

E.g.: She gave them an opportunity to explore and discover by teaching them how to take a public transport to the bakery. So that they know where to get the bakes before they can sell it to the school community. This gives them the idea that the bakes do not just suddenly appear  out of nowhere for them to sell it.

4. Develop their language (this provides access to knowledge, tools to think about the world and solve problems, means to regulate, and reflect on their own thinking).

E.g.: She showed and taught them what the job description are and what each job does. (on the board) Encourage them to speak up and communicate with the teachers in school.

5. Arrange for social experiences and interactions –to talk about what they learnt; test schemes, help each other understand

By getting the students to go around doing the coffee cort project, the teacher is encouraging social interaction between the community and school staff. This project is achievable because each of them did their part well and help each other.

(b) What I like about this lesson is that the teacher makes learning beyond the classroom and get the students to experience real world situation and at the same time teach them to be independent,  learn functional skills and social interactions with the community/strangers.

Another thing that I like is that she makes them feel important, accepted, belonged and that they have a place. By having this project, the school staff also know each student’s abilities, personality, and name.

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Teh Sim Sim Task 3 (Individual)
I’m not sure but I think Sadie Guthrie used both Piaget and Vygotsky theories.
1) Piaget’s Cognitive Theory: she introduced a new experience into her students’ existing scheme with the coffee cart project. She mentioned that they were initially hesitant to start, (a disequilibrium occured perhaps?) but in the end, accommodation took place and the learning process of the new experience brought about growth and development. I believe that she was able to facilitate this assimilation because she knew her students well enough to link it to their prior knowledge.
2) Vygotsky’s sociocultural theory of Cognitive development : When she brought her students out on the public bus and to the bakery, active learning was taking place and valuable life skills (transportation and social interaction) were being taught. Even within the school, the students were getting to know the other Teachers more personally, which would result in more  ‘more knowledgeable others’ for them.
3) Vygotsky’s Zone of Proximal Development : Ftom the onset of the project, Ms Sadie provided clear instructional scaffolding to assist her students’ learning and development. Personally it was very heart warming to see how this small group contributed and became a vibrant part of the bigger community.

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A)      Teacher used many constructive principles techniques for the students, they were concrete experience, scaffolding, Zone of Proximal Development, social interaction and Accommodation.

The kids were able to go out of their comfort zone to do something with the help of their teacher. As they do it everyday it becomes a repetitive activity which can be easier after many attempts. Their social interaction also improves as they get to meet different people. They also gain confidence when socializing with people outside and inside of school. when they move out of school they might not feel demotivated and intimidating.

B)      I like that the teacher uses real life experience for the kids which boost their confidence level and ready to face the real word outside.

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One theory that was implemented by Sadie, namely Vygotsky’s theory of sociocultural development focusing on the zone of proximal key aspects. Sadie recognises her student’s abilities and knows their profile well in order for her to plan or design the teaching for each student. She also sees the potential in them and took the opportunity to expand their potential knowledge by designing and having the “mobile coffee cart” project as an experiential hands on learning. Through this project, she is also able to incorporate other teaching skills to address responsibility, social skills, community mobility and functional skills, to name a few.

She also uses the scaffolding element, by assisting students with their learning by clearly laying out the purpose of the project, assigning each students to various roles, what exactly their roles and tasks are and the breakdown process of how they are going to proceed.

Sadie was clear with the purpose and the breakdown of the process for the coffee cart project. The project idea is refreshing and it gives a vast opportunity for students to learn out of the typical classroom setting allowing students to experience an authentic environment for the coffee making role. The project also touches on several other skills that is best taught and experienced in an authentic setting such as social skills and community mobility when her students had the opportunity to collect food items from the bakery and interacting with the people in the community. The project also creates more opportunities for her students to work together as a team as each role that each student holds, is equally important to make the project a successful one. This project is meaningful and empowering for her students as they are able to participate and interact with the community.

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1. Sadie used Vygotsky’s sociocultural theory of cognitive development, which allows the students to interact with the community, I.e. to take public transport, to collect orders from the bakery for business; expand the use of vocabulary and language, I.e. learn the roles available in coffee cart, greeting and taking orders from teachers in Lawton school.

2. Sadie also applied the Zone of Proximal development (Vygotsky) and scaffolding principles, I.e. giving detailed instructions on the whiteboard on the roles and responsibilities of each role of the coffee cart; assisting students in taking the public transport; instructions on preparing the cart for business and assigning roles for students to do.

B) I enjoyed how Sadie empowers her students to step out of their comfort zone to interact with the community. I personally feel she can use more visuals to support students’ learning and have a task analysis on how to prepare different types of coffee and tea , I.e.  using a coffee machine to prepare latte vs Long black.

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A) The teacher uses Piaget's Theory of Cognitive Development on assimilation and accommodation. The children was at first hesistant in doing the cafe idea their teacher proposed but after the teacher explained to them why she wants to do so and that they are doing this for the community and to inculcate social skills as well, they were more acceptive about it.

B) I like that the teacher goes to a large extent in providing learning outside of the classroom and inculcate social skills towards the students. I feel that there are so many things that students can actually learn from beyond the classroom and I especially believe that special needs (SEN) students can outshine and be more receptive if they are exposed towards the community and their surroundings in general. Some SEN students are quite reserved and unmotivated, especially those who transferred to SPED schools from mainstream schools.m, as they felt anxious and curious as to why they were being transferred into another school and being in a class with fewer students.

I think that what the teacher has done is quite moving and encouraging. If more teachers are open to these concept for SEN students, I think it would benefit them a lot. Maybe what the teacher can follow up next might be to introduce to the students towards the outside community maybe by having a bake sale or simply having to implement a "boost your day" mini push cart outside their school for passer-bys who needs their morning coffee. I think this might help more people to be exposed to SEN students and PWDs as a whole.

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a)
Teacher, Sadie Guthrie, used the Vygotsky zone of proximal development. The teacher act as facilitator and guides the students through scaffolding. She gives the student the time to express their thoughts or conversation at the bakery.

She taps on the students’ ability and assign them with the task and stretch their higher level of thinking through more difficult task. She created a hands-on experience for the students such as cutting the cookies, selling the cookies, making coffee and taking orders.

There is also social interaction where the students took the bus, got their orders from the bakery and talk to the safe strangers on their journey. The students also communicate with teacher they never met before in their school.

b)
I like that the lesson is clearly designed and executed. I like that whatever is taught in class is brought into real life lesson. The learning did not just stop in the classroom but it was extended to the school and community. I also realized that the teacher was calm and give time for the students to learn and do their task.

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a)
i. Learning should be active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people)

v. Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context

b)
I loved how the teacher wanted to bring the idea to the school so that her students can have more opportunity to become part of the greater community within the school. Her love for her students by building the rapport with each and students demonstrates her relationship with them. She gave students the opportunity to learn functional skills which can improve their well being. It also improves their social interaction with everyone in school. I am proud of what the teacher is doing and if possible, she can have Coffee Cart to be part of their fund raising to get the public aware that students are capable if given the opportunity.

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a) - Guthrie encourages learning to be an active process by allowing her students to make connections between making coffee, and interacting with people/customers
- She assessed their stages of development when designing developmentally appropriate activities before assigning the different roles to the different students of grade levels.
- She helps them build schemas by teaching them the skills required for the specific roles.
- She arranges concrete and authentic experiences for them, such as transport skills, operational skills, liaising with vendors, etc. by going out to the community to get fist hand experience.
- The students' language is also developed through interactions with customers, managing orders, and acting as contributing members to the community.

b) I like that the teacher doesn’t confine her students in a classroom to learn social skills. The students are put out there in the school community to have interactions in a safe environment. The students are also challenged with operational skills and have interactions with people they are not familiar with. This helps to promote self confidence.

It is probably not shown in the video but it is evident that the teacher provided a lot of scaffolding, for instance, what they should say to the vendors, how the coffee or bakes should be served, etc.

I would like to see a leadership role in the group taken up by perhaps, an older student. This leader could take up the role of a “manager”, overseeing the operation, handling misunderstandings, or providing better customer service. This could also promote development higher level thinking skills and intellectually challenging activities.

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a)What constructivist principles were used by the  teacher?
The teacher situated the learning in an authentic social context. Social interaction is also used meaningfully to develop thinking and learning, such as by interacting with the bakers and the customers (staff). The students were learning their skills in a social context that is meaningful to them. The teacher used scaffolding and ZPD to develop their skills in the coffee bar (show how to make the drinks, greet customers and collect money).

b)What do you like about the lesson? Do you have  any suggestions for the teacher?
I like that the application of the skills is authentic and culturally meaningful - it provides the students' families some knowledge of where their child can go beyond high school. Social interactions will help with their communication and language skills as well.

Moving forward, the teacher can use these senior students as the MKO to teach younger students to take over the coffee cart.

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a) A lot of Vygotsky's theory are being used in this context; the Zone of Proximal Development. The teacher was well aware of her students' abilities and scaffolded them to be confident, independent, and guided them to be less socially awkward. Its a whole lot of experiential learning, working with parents, their peers. Their project on coffee cart, serving coffees and cakes involves a lot of social interactions, which will help these students in the long run and being able to adapt easily.

b) I loved how the teacher bring real life experience to class, enabling her students to learn, be more exposed to the greater community, as well as experiencing giving back to others, which I believe, some of these students are lacking. It takes a lot of effort working with different stakeholders to make this experiential learning possible. Moving forward, I think it would be nice to expose her students to managing finance, and infusing this with the coffee cart lesson. This will bring them to the next level once they have reach their zone of proximal development.

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A) The teacher used Vygotsky’s Sociocultural Theory and also some scaffolding to encourage her students development and encourage the students to participate as well. By breaking down and dividing the task into smaller manageable parts, each student was assigned with simple task which they are able to carry out on their own with guidance by the teacher. This would encourage each student to try and build their confidence and also understand how each role and lessons learnt can translate in the real world.

B) I enjoyed the video a lot. It gives me an idea on how to integrate students in main stream school much better and also build confidence in them. By selling coffee, it can encourage and also push students to interact with other school mates and teachers. This would be good for students to teach them social interactions etc. I probably would suggest to make the event bigger, maybe open it up to public once she sees her students have achieve the capabilities needed. Expose to new things and new people.

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a) Sadie Guthrie used the Vygotsky’s Socioculteral Theory of Cognitive Development.

She is creating opportunities for the students to have a hands on experience to the whole tasks. Bringing them to an authentic learning setting. They also given the opportunity to be out in the community and communicate with others. Opportunities to discover, experience, create and communicate.

She assess the ability of each student. Thats when she did a differentiated or tier planning for the students. Breaking down the steps in a clear specific directions. First Then Next After.

Instructional guidance so to allow the student to master the skills piece by piece. Building on their prior knowledge. Giving prompts when necessary and slowly fading it off.

Scaffolding, whereby she will explain to the students the purpose of the project or task given to them before the main activity itself. She started with an introduction (explaining the purpose), applying knowledge or information. Dividing the roles and responsibilities. Using Visuals or Concrete Items to explain the process of the whole task, from How they going to do it, What are the different task they doing, When are they going to do the task, Where they delivering the tasks and Why (the purpose of the whole task).This provides a structured schedule so that the students know the end outcome of the whole task.

b) Its a very inspiring teaching moments shared. I love how she is providing knowledge to the students not only within the classroom but outside to the real neighbourhood. This allows the students to experience a real life setting being a barista for example or even a cashier. Giving them the opportunities to be independent. To be out of their comfort zone.

Suggestion:  Students given a leadership roles. Now their turn to guide other school mates to run the project.

INTERACTIVE FUN CREATIVE COMMUNICATION FUNCTIONAL SKILLS!

Coffee Cart Project - “How you can apply your skills to your challenges”

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a) I managed to see the following constructivist principles that were employed by Sadie Guthrie:

1) Develop their language: On her whiteboard, she had written out the details of the coffee cart initiative, which included the specific jobs each member had and what they entailed. The order of things that the coffee cart team had to do was also written systematically with clear use of time order words so that they wouldn't be jumbled up

2) Assess and take note of their stages of development and prior when designing activities and choosing content: Not really related to the coffee cart initiative, but at the very beginning of the video she mentioned that she has 3 different grade levels of students under her charge, so she has to plan her lessons around the needs of those 3 different levels of students

3) Arrange physical, concrete experiences to develop understanding of abstract concepts and operations: The coffee cart initiative allows her students to experience first-hand a simplified version of how a small business is run, from procurement of supplies to managing finances. The social interactions between the coffee cart team and the other teachers would also help to build up their confidence in speaking to others. There was also the part where she brought them to the supplier on public transport which would help them get used to travelling around the city

b) I like how the teacher has used something as simple as the coffee cart to empower her students to be able to socialize with others (especially adults, as it could be quite intimidating for some students), as well as gain some form of "independence" by getting them to travel on public transport to their supplier. I think it would be good if the initiative could be expanded by promoting one of the students to a managerial role so that the teacher's involvement in their daily rounds would be minimal

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a) From my observation of the video, the teacher mainly applied Vygotsky's theories.

1. She has scaffold the task of a barista into smaller duties for her students. Such as taking orders, pouring coffee and cashiering duties.
2. If these roles were carried out by rotation among the students, they would be able to build up the skills of a barista altogether. Hence, the scaffolding technique builds the confidence of the students.
3. I can also see that the MKO theory was planned out in great details when the teacher made a visual representation on the whiteboard of the coffee cart tasks with the pictures of the students too. She promoted communication amongst peers such that students could constantly learn beyond their duties too.

b. I love that the roles were divided into smaller fraction. This empowered the students to grasp the skills not just as coffee cart attendants but in their social communication too. Which a barista essentially needs also.
I suggest that the teacher could make a script of the common communication a barista could have with the customers. This is for the ones who are not very socially aware or not confident with their customer service skills. From here, they could build up the confidence further and fade off the script eventually.

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1. Principle 2 - the teacher knew the students well and designed the coffee cart activity to suit their development.
2. Principle 5 - teacher showed the equipment, coffee making process, money, etc to help the students understand the operation.
3. Principle 6 - the teacher arranged for the students for social interactions with the vendors and public, taking public transport, etc  to help each other understand.
4. Principle 8 - each was given a specific task that the students were able to understand and execute.
5. Principle 9 - the students were taught on the appropriate language and mannerism when talking to the vendor.

I like the lesson that it is relatable and doable in our local context. It helps reinforce some of the key constructivist principles.

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(a)
Build on prior knowledge and disrupt schemas for learning and growth through experiences.
Arrange physical, concrete experiences to dev understanding of abstract concepts and operations.
Arrange for social experiences and interactions.

(b)
Scaffolding on job scopes for 'Coffee Cafe'.
Teaching of functional skills.
Teacher made the students feel that they belong and have a place in the community; are productive and contributing members of their school.
It's LESS about what they are struggling with but MORE about how awesome can they be! (Positive psychology).

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a) The teacher arrange physical, concrete experiences (real) to develop understanding of abstract concepts and operations where they get students to try out various machines and ingredients to prepare coffee, tea and scones using the mock up trolley in school.

The teacher uses Vygotsky's socialcultural theory where she embed learning activities in cultural authentic context (selling morning coffee, tea and breads). The teacher also involve student in social interaction and encourage student to use language to describe their learning and thoughts. Students were accompanied when they go out to the bakery to purchase the bread and the cashier was very nice and encouraging during the process. Students were seen confident when communicating with members of public with teachers support. There were likely lot of scaffolding used in this activity before the students are tasked to do up this activity in school.

I like that the lesson is clearly designed and executed nicely. It was a positive learning environment for student to practice those skills. All the skills that is taught in class is being applied and generalize to real life settings. I would be good for teacher to introduce this activity to outside community where the pop up store is open to public where the mini push cart or temporary stall is situated outside school for passerby or parents to purchase. This might help build more confident and increase the exposure to students with special needs.

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a) Guthrie’s method of teaching was to slowly expose the students to the idea of the mobile coffee cart. She first brought them to the bakery where students experienced first hand on the purchasing of their bakes etc. This build up the schema of the idea of a coffee cart (Piaget’s cognitive theory) and it eased them into the concept. During their trip to the bakery, the students were also given the opportunity to engage with the store owner and the public (Vygotsky’s theory on how social interaction and communication has an impact one’s behaviour) and this further prepped the students readiness for their coffee cart business as they learnt how the bakery owner interact with them and they may adapt this for their own practice as well.

b) I feel that the way this coffee cart experience was scaffolded very well. Guthrie exhibited structured teaching and introduced the expectations for each of their roles (cashier, barista etc). This allowed the students to have an idea of what they need to do and gave them the responsibility to focus on their task. With a clear understanding of their roles and a clear physical organisation of the coffee cart the students were able to carry out their tasks independent but collectively as well (working/ moving together as a group).

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a) Using Vygotsky through social interactions when interacting with their customers, providing scaffolding when giving instructions on their individual roles for the coffee cart, and having students articulate their understanding to further develop learning.

b) I like that it's a hands on experience in school with real world applications. The students are given an opportunity to learn skills which they can use to be employed and be self sustaining. I also like the use of social interactions which builds their confidence and makes them feel accomplished.

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a) One apparent constructivist principle the teacher used is making learning as an active process when she brought in Coffee Cart to the school.  The Coffee Cart opens up opportunities for students to take different responsibilities, gave them empowerment, built bonds within the school community (making connections).
b) I love every bit of the Coffee Cart lesson as it brings out a different personality of the children. It promotes active interaction with allows not just the school members but also the public, particularly the Coffee Cart staff. I like the way they interacted with the students. It was very motivational and emotional video, in my opinion, to help us bridge our understanding about the work and passion of the teacher.

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Sadie  used the Vygotsky’s Sociocultural Theory of Cognitive Development.

I like that she made learning fun using the culturaly authentic settings amongst their school and also in the community around them. Learning about transportation and how the world works around them. She also involved the children in social interactions with safe strangers so that they use language to communicate.  Teachers were involved in questioning the students about what was available and having simple chats with them which helped develop their learning of what they are doing (if lemon bars were available or why she wanted 2 more brownies). Sadie had scaffolded coffee cart from the beginning giving roles for each students and also equipping them with the knowledge on how best to work on these roles and what they need to do. They would do everything on their own during coffee cart.

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a)    She used the following constructivist principles:

i) Learning should be active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people)

The students are exploring beyond their classrooms. They go out in the community where they take the public transports and visit the local bakery. They get to discover the surroundings and make connections with different people.

ii)  Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context

Getting the students to have their own coffee cart in school gives them the opportunity to take charge of their own learning. They are responsible for taking orders and making drinks for the customers. It creates an authentic experience for the students instead of learning in the classroom.

iii) Arrange for social experiences and interactions –to talk about what they learnt; test schemes, help each other understand

When the students go out in the community, it increases their social awareness based on the social experiences and interactions they had with people outside of school. They get to experience and witness for themselves which helps them to understand how things worked.

b)  I liked that she create opportunities for the students to explore beyond the classroom. She understood that special needs students requires concrete experiences for them to understand concepts better. She provides them with authentic experience where they learn how to live in the community such as how to take the public transport and go to different areas in the community. The students learnt about directions and interactions with people around them. It also create an awareness for the public about people with special needs. Having them to have their own coffee cart gives them a sense of responsibility and also to showcase that students with special needs are also able to work and interact well with others.

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a)  What constructivist principles were used by the  teacher?
Students gain knowledge through exploration and active learning. She let the students to have Hands-on materials eg: roles such as baristas, cashier to experience communicating skills particularly. Their education is centered on themes which is the Café Cart and concepts and the connections were learnt throughout the learning process.

b)  What do you like about the lesson? Do you have  any suggestions for the teacher?

-        She give opportunity to students to become part of the greater school community via the café cart.

-        She built a common ground to the students so they can communicate to public easier

-        Each student given task to have responsibility & build up their functional skills

-        They out to public on their own, take public transport, then they learnt transportation skills to take them to a bakery where they put in their skills of interacting to public/social interaction with strangers

-        Café cart is also to establish the community relationship with the school so the students displayed productive and contributing members of the school. This means inclusivity of special needs students in the society

-        Every child feels accepted via this learning experience.

-        Through this learning concept, all the teachers in the can get to know the students better.

-        When students know they have a sense of belonging to the school, they become more charismatic

-        They feel important and able to accomplished their role well

-        Students learning life skills to move forward and the teacher believe in them. Students with disabilities were able to do tasks/job well when they are trained or equipped with the skills well. With skills, they can overcome the challenges.

-        Suggestions: Since her students able to do their tasks well, perhaps try to bring them to another new bakery or place. This is to give students new opportunity to use the same skills but adapting to a new place/environment.

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a) Students are given roles in the Coffee Cart so they can have actual experiences to explore and discover what it is like to work in a coffee shop. They can then use the experience to connect with situations if they ever get to work in similar setting.

Ms Sadie brings them out to the community to learn everyday life skills that she knows they can cope and should develop. And through interactions with strangers, they are able to learn and develop cognitively.

Students were assigned tasks suitable to them. For example the barista and the student pouring coffee has better motor skills. Their language skills were also developed through interactions in the community and with the staffs who patronise their coffee cart.

b) I love it that the students are being guided yet provided opportunities to learn and develop on their own. It is also very nice to see that the students were able to work well together and take pride in their roles.

I also love it that Ms Sadie has so much passion for what she is doing!

If I were to do the same, and that the Coffee Cart is so sucessful, I might try to bring them to the public, maybe near a train station in the morning, to interact with more people by selling them breakfasts. I will also arrange visits to coffee shops or cafes so they can observe how things are done in an actual physical store.

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Task 3
a)   What constructivist principles were used by the  teacher?

Miss Sadie Guthrie way of teaching is to expose to the student’s real world skills through getting them to understand how the concept of the operating the coffee mobile cart with the use of mock up trolley and learning how to operate the coffee machine, prepare coffee or tea and how to serve customers patronising them. This gives them the opportunity to gain independence as they learn about the functionality of how the business operates in real world context. It also allows them to take ownership of the job assigned to them. Students learn to be responsible for the roles that has been assigned to them. I would say that Miss Sadie uses Vygotsky’s socialcultural theory as she suits the process of learning for the students in authentic real-world context where students get to expose themselves to carrying their role. This also allows them to interact socially where students will get to use language they gained through their learning and thoughts. Through this, students will then feel motivated to learn and this is also a way for them to feel belonged to the large community even though at the start, it will take a while for them to get used to the operation proper. At the end of the day, students feel a sense of accomplishment having to be given the opportunity to serve real customers and also be given the opportunity to serve, to interact and get more personal with the customers patronizing them.

b) What do you like about the lesson? Do you have  any suggestions for the teacher?

I like that she exposes the students to real life contexts outside of the classroom where students also learn to build on their social skills. One of it is also teaching her students on transportation skills as they learn to go around on public transportation to get the goods from the nearby baker. This also creates opportunity for her students to interact more with the strangers as they get to build their social skills by having conversations with people they met along the way. I also like that she scaffolds the different stages of operating the mobile coffee cart with given roles like being the cashier, the person making the coffee, how to greet customers. She focuses more on giving them time to adapt as they learn to suit themselves to the routine. As a result, these students were given the opportunity to blend together with the larger community from the school. Her students felt motivated to be able to serve and use the skills that was taught to them showing the other people how awesome they can be regardless of what conditions they are having.

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Task 3
a)
The teacher has adopted a combination of Piaget's and Vygotsky's theories.
1. Shared her knowledge and guided them throughout the entire activity (Zone of proximal development)
2.Scaffolding the information by explaining what, where why, when and how is the activity going to be carried out (Learning should be active process and also build schema)
-3.Assigned individual roles and responsibilities(Assess and take note of their Stages of development to design the tasks)
4. Brought them to the bakery, an actual setting and to expose them to take the public transportation to have an experience and connection to learn the skills (Arrange physical, concrete experiences to develop understanding of abstract concepts and operations)
5. Encouraged student to communicate with strangers and the staff at the bakery ( Arrange for social experience and interactions)

b)
-I like how the teacher
1. Went in depth about the activity.
2. Selected an activity (coffee cart) that is unique in their school. This brings more excitement and encourages the students to perform well. 3.
3. Incorporated other skills like communication and transportation skills in the activity.

-She could have done
1. Swop roles and responsibilities
2. Do reflection with the students towards each session
3. Explore if the students can perform independently

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Task 3

a) Scaffolding - Sadie scaffolded her instructions when trying to introduce the class project ' Coffee Cart' by giving writing on the board, explaining the individual roles of the class members. Objective was laid out clear and succinct and there were pictures, text instructions as well as boxing up the key words ( so they stand up). I am sure this helped most of the students in the class to understand better, rather than just verbal instructions and printed text.

Social experiences and interaction - Project Coffee cart enables the students to test out what they have learnt and understood from Sadie, for example, talking to stranger, retrieving baked goods from the bakery, and also allows the students to actually practice their roles and responsibility ( given and assigned by Sadie) at their coffee cart.

Experiential hands on activites - The students are actually learning how working in a cafe is like. From taking orders, to serving brownies, these are new accommodations ( or assimilation to some ) and to collect money as cashier, this are all invaluable experience and learning opportunity. Beside this, they also learnt social interaction ( with teachers or patron to the coffee cart). This is as real as an authentic experience it can be.

b) What i really like from this lesson is the fact that real life experiences can be given to these students with special needs. Not only honing their skills in interacting with people, this also give the students a sense of responsibility and helped them discover a whole new world that might have never existed or thought of before!

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a) The teacher uses Vygotsky's theory. We can see that she applies zone of proximal development by scaffolding for the students e.g. what do they have to say when asking for other's order, taking public transport together. The teachers put in social interaction where students goes around the school to take orders from the teachers, which Vygotsky beleives that social interaction plays a huge role in development.
b) The lesson is very hands-on, students are invovled in all aspect from purchasing of ingredients to preparing of the drinks and pastries and to serving of 'customers' . She could progress to allowing the more experienced students to guide the others and slowly move beyond school community to the local community.

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The special education teacher, Sadie Guthrie, challenges the norm by using experiential learning. She advocates social interaction, functional skills, bonding and creating an environment ( real life situation like taking transport, providing F&B service, etc.) where all these allows the child to constructs meaning from their own experiences. In the long run, her effort will pay off as you will see a change of behaviour and concepts will be solidly build. I will take a leaf out from her style and call it my own!

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a) I feel that the teacher has used the following:

1.     Opportunities to explore, discover, making connections (concepts, ideas, people)

2.     Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context

Explanation for Point 1 & 2 is the starting up and executing the coffee cart initiative. It is an excellent way for not only the peers or staff to see the potential of the students with SEN but also an excellent way for students with SEN to build self confidence and truly believe in their abilities. This Point 1 & 2 builds on learner is passive, learns by external processes and also show connectivity, where the learner is self-direction by communicating with the teachers as an example, sharing of information of what is available in the coffee cart today etc.

This video also really stresses the importance of another one more thing I learnt yesterday in module 109, that is it is important to focus what can be done rather what cannot be done in terms of the abilities of the students with SEN.

3.     Arrange for social experiences and interactions –to talk about what they learnt; test schemes, help each other understand

Having opportunities to teach and learn transport taking, communicating to people in the bakery  in a social setting – social interaction, are weaved into daily activities, which is essential for the child’s developmental growth and self independence when they step out of school. This shows constructiveness, where the students build on personal experience, taking the transport and communicating with people.

b)     I love the way the teacher infused functional skills in learning and creating real time experiences for the students. She has created an opportunity for the staff and peers to see the children with SEN without the tinted lens. That is beautiful. An advocate for the children with SEN, truly inspirational.

I would probably suggest to the teacher to go one mores step further to run a stall in the canteen or a push cart for charity drive as well. So the kids can also learn how to be more enterprising and also learn how to help the community as well.

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a) Constructivist principles used:
- arrange physical, concrete experiences to develop understanding of abstract concepts and operations; hands-on activities
- Arrange for social experiences and interactions
- Assess and take note of their stages of development and prior when designing activities and choosing content

b) I like how the teacher created the specific roles which came with the job description of the role. The teacher taught the student skills that would allow them to be independent and be able to last them through their adulthood. She gave them the ownership of following through the task, which helps to build their confidence as well.
The teacher could possibly swap roles for each student and move on to other task (besides coffee club), which could also better prepare them for the future.

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a)      What constructivist principles were used by the teacher?

The teacher provided physical and concrete experience by setting up Coffee Cart. The pupils will be able to learn the concept of operating a stall and the process involved with it; like obtaining the products, transporting it back to school and actual transaction. Within that, it also provided the pupils with concept of transportation by travelling to and from a point in a bus. These relate to the pupils living normally within society.

She also facilitated the pupils to build their schemas by assigning them roles. As they performed each task, each of them was assimilating knowledge then accommodating new ones through the help of the teacher. They were also exposed to interactions with ‘More Knowledgeable others’ like teachers and the principal.

b)      What do you like about the lesson? Do you have  any suggestions for the teacher?

I admired how she emphasized that she does planning for each pupil. This allowed her to evaluate her pupil’s baseline and develop appropriate activities for them. It also provided the pupils to interact and build their communication skills to allow access to knowledge and regulate their thinking.

As a suggestion, Ms Sadie may want to appoint a leadership role within coffee cart when the pupils are ready. This position will help to build negotiation skills and ownership of actions contributing to a positive society.

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Sadie Guthrie applied Vygotsky’s Theory of Sociocultural Development into her  everyday class by scaffolding her students learning through the participating in the coffee cart project which was designed in such a way to suit to her students abilities(2nd principle). The coffee cart allowed the students to experience social interactions amongst peers and adults during the coffee cart rounds and going to the local bakery to collect the bakes (6th principle) ,acquire knowledge through learning via hands-on on concepts of retail operations(5th Principle) and using appropriate language when conversing with the people at the local bakery and during the coffee cart rounds(9th principle).

The coffee cart activity is a fine example how students with special needs can learn to experience and adapt in real world situation and also love the teacher scaffold and break down tasks into smaller bits in order to help her students perform each task properly. This activity also gives the students a sense of  ownership and belonging to the bigger school community.

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Sadie Guthrie had used Vygotsky’s Sociocultural Theory of Cognitive Development. She paved the opportunity for her students to set them their own coffee club within the school, which is a safe and familiar environment for them. That way they will not feel so intimidated as most of their “customers” would be familiar to them.

While on the way to the coffee joint, they will take the public transportation. This allows them to actually mingle with society and discover more of the world out there. Some of them may seldom have the chance to do that. By bringing the students out, they get to experience first how the workers interact with customers, examples: what are the techniques and words to say.

The students are assured that they are an integral part of the community and they feel important.

By having Coffee cart, it helps improve the community involvement with students with SEN and also give opportunities to the students for the real-life world. They then discovered a lot of things by themselves through these connections.

The teacher taught them responsibilities and making them feel happy being part of the community. The students can show people what they are capable of.

The tasks were well designed and well thought of as the tasks and doable and enjoyable for the students. She already listed down the duties of each person and matched them according to what they are good at. She broke down the tasks into simple doable steps for the students to follow.

The tasks and instructions are differentiated. These steps enabled the students to be focused and be clear of their roles and responsibilities.

The coffee club provided the students with the opportunities to experience for themselves what is it like to work in a real-life setting. It prepares them of what to come in the future when they enter the working world.

They were given chances to present their feelings and thoughts after their coffee club experiences.

While working at the coffee club, the students get to interact with other people and that helped them to develop their language and speaking skills. They are reflective when talking to people and help them be a part of the society.

I like that her ideas and lesson are all well planned and thought of. She scaffolded the students well and made them very confident. Teachers from other classes then knew each and everyone of them better. It was also heartening to see the community being so supportive of them.

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a. At first, Sadie’s students were confused about the new coffee cart activity (disrupted schema), but she helped them to build on prior knowledge, like job skills, responsibility, and independence, so finally, it clicked for the students. Sadie also made learning an active process by travelling to the bakery shop and interacting with the staff there (opportunities to explore, discover, and make connections with learned concepts and people). By having the coffee cart activity, it also naturally fostered social interactions between the students (as the employee) and fellow students and teachers (as customers). These interactions are also rich in tones of humorous banters and learning more about one another, a very much experiential, authentic setting in society.

b. I like most the way the teachers banter with the students, instead of just with normal greetings and chats. For suggestion, I am thinking that the coffee cart activity also lends itself well with practising work schedule.

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a)        Sadie Guthrie applied Vygotsky’s Socialcultural Theory of Cognitive Development whilst guiding and enabling her students to be on the Coffee Cart Project. Before starting, she guides and explains the various roles available in a clear, pictorial manner (eg. Cashier, barista, takes menu, and pouring of made coffee into the main pot) for the students to try out. She is present throughout the activity so that they feel “safe” and poses verbal reminders when the students overlook a request or a coffee order.

The students in the group are of different ethnic background and levels, thus allowing the students to mingle and model others; working stronger as a team.

b)      The Coffee Cart Project enables the students to experience and learn valuable life skills, example, social interactions skills, supply chain management skills, taking transport, financial literacy. She allows them to share their thoughts, let their voices heard and opinion matters. I like that the activity allows the public and the school to see the strengths and not their disabilities. It was not shown in the video, but I would like to do a round-robin so that the students will get to try the other roles as well.

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a) Arrange physical, concrete experiences( real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use 'real' or authentic context
b) The lesson helps to build the self confidence for the kids. They participated from the planning stage to the execution stage. They may be hesitant initially but they are able to overcome the challenges they met. This project allows them to have hands- on experience in operating a coffee cart. From ordering, collection, promoting, selling and serving these functional life skills will be useful when they have to be independent in the future. This activity also let the kids and the community know more about each other. The teacher can explore other project based on the strengths and interests of the kids.

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Sadie Guthrie uses social experiences and interaction in her lesson. The mobile coffee cart experience allows students to make use of the processes and skills taught into practice. Students are also given the chance to go out and explore the neighbourhood to get their first-hand experience in interacting with the seller, buying and collecting the baked goods.

Sadie also builds schemas where she helps them organize their experiences and knowledge into mental models or schemas. She prepares visual representations and instructions very explicitly to prepare them the skills required for the given roles.

I like that her lesson offers her students to experience real world skills and an entire school about compassion and independence. It not only teaches skills but also values among students to be inclusive with SENs. It is very inspiring to see her providing knowledge with patience, encouragement and strong beliefs that her SENs are also capable in doing things that a normal person may do simply. They just need more time and effort than the others.

As a suggestion, she may provide reward for the task these students have done to encourage and motivate them to do when they are on their own. This is also to affirm them they are no different than their other peers and that they are equally if not better than the rest.

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TG06 Muhd Yasin (Task 3 Individual)

I believe after watching the video that the teacher, Sadie Guthrie, used Vygotsky's Sociocultural Theory of Cognitive Development.

The activity (Coffee Cart) that she created for her class, involve her students in socially interacting with the other members of the school. The activity allowed her students to pick up job skills and responsibilities through experiential learning. The activity also created a community within the school. As the coffee cart is mobile, the students get to experience going out of the classroom. This process allow the students to experience engaging with the local vendors to get their supplies for the coffee cart. This also encourages the students to speak and interact which is a form of building up their self confidence to speak with others.

What i like about the lesson is that she provided a scaffold diagram/graphic organizer that will allow her students to have a visual view and able to grasp the information at their own individual level/pace. The activity in the lesson have also allow the change in perception from the other members of the school as Sadie's students are being see as productive and contributing members of the school.

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a) I think the teacher used the following constructivist principals:
- Learning should be active process; Opportunities to explore, discover, create; making connections
- Arrange physical, concrete experiences to develop understanding of abstract concepts and operations; experiential, hands-on activities; use ‘real’ or authentic context
- Arrange for social experiences and interactions
- Develop open-ended activities for them to construct knowledge and understanding
- Provide time to reflect on experiences

b) The teacher created opportunities for her children with special needs to grow, develop and interact in the real world. This gave them a sense of belonging and joy that they can become individuals who contributes to the community. I would suggest for the teacher to arrange for tie-ups with other industries too besides coffee and bakeries so that the children can have varied experiences and opportunities to interact with more people and environments.

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1. Sadie Guthrie used many different constructivist principles. The one that stands out most for me is arranging  physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context. Through experiential learning the students experienced not just what it is to run a coffee cart by knowing the different roles of the people who work at a coffee cart but also taking transport and picking up items needed. Hence, it is an authentic experience of how a coffee cart is run.
2. I love how her lesson increased teacher student relationships. It helped the students open up, are able to interact socially with as the teacher says “friendly strangers” and are able to contribute to the school. The students feel included and accepted. I would advise her to maybe to create more challenging experiences for the student like creating a new menu.

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The teacher used the constructivist principle that learning should be an active process. The students could be seen fully immersed in the whole process from acquiring the bakes to selling to the teachers. While they were enjoying the process, they got to interact with people from the community (e.g. bakers) to befriending teachers who do not necessarily teach them. They got to discover and experience life skills in the process of this seemingly simple task. The teacher also arranged for social experiences and interactions with people from all walks of life. They got to develop their language in the process as well as reflected on their experiences too.

I like that such a simple activity could promote social interaction with other teachers and the community. It helps them learn about independence and a sense of belonging to the community. They gain confidence and feel important. They pick up job skills, transportation skills as well as conversational skills.

A suggestion I would give is to go beyond the coffee cart initiative and branch out to other things such as the arts (e.g. showcasing a play, where they will gain presentation skills) or having people from the community come regularly to teach them new things such as cooking or gardening.

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I think the teacher is using both Piaget’s Theory of Cognitive Process and Vygotsky’s Sociocultural Theory. For Piaget’s Theory, they know that they have their own set of ability (schema) but the students were still exposed to new exposure of “coffee cart” and each of them have their own job scope (assimilation) that they have to learn to adapt (accommodate). They would definitely feel unsure if they are able to play out their role as expected (equilibrium) but somehow, with their teacher’s guidance, they would find balance of their ability and the expectation of them from their teacher of their new role in the coffee cart. On the other hand, Vygotsky’s Sociocultural Theory. The interaction with other teachers (interpersonal interaction) in the school allow them to gain feedbacks and experience of working with people whom they do not know. They would think that they are able to do what is expected of them but with teacher’s guidance and collaboration with different teachers (ZPD), they are able to develop better. Hence, I feel that the teacher uses both principles in her lesson. 
I like the inclusivity that the teacher expose the students with. It allows them to experience real situation and teach the students skills that would help them in the future. It is the expectation that would make the students feel belonged in the society for being able to do something on their own. 

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1) Sadie Guthrie used both principles:
- Jean Piaget: Used of schema, adaptation, assimilation and accommodation in the students’ development and learning. She also supported the student in exploring and discovering through hands-on activities.
- Lev Vygotsky: Student were brought out of their comfort zone through scaffolding and establishing opportunities for them to learn with others.

2) I like how the way the students were taught not only through classroom simulation but also real life situation as this brings greater exposure to the students and allows them to push their boundaries.

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a) What constructivist principles were used by the teacher?
The teacher gave opportunities to these students to explore, discover and create by having the coffee cart activity. They are responsible for their own tasks and be part of the school community in their own way. The teacher gave them real-life experiences of being a barista or cashier or server which might help them with their future job skills. She also allows them to build up their social skills by having them to interact with the school's teachers and staffs.

b) What do you like about the lesson? Do you have any suggestions for the teacher?
What I like about this lesson is the real-life experiences that she brought into her class. Engaging, fun and definitely useful for these children.
She may try to expand her coffee cart to a snack cart and rather than having the students to interact with the adults only, they can interact with other students as well.

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a) i. Learning should be active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people)
v. Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use 'real' or authentic context

b)
I like that the teacher gives simple instructions and tasks to the students. She's putting into action whatever that they have discussed together in earlier part of the lesson. I think the teacher did a great job in allowing the students to carry out simple tasks and make them feel good about themselves.

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a) From my opinion, the teacher uses both Piaget's and Vygotsky's theories in her teaching. She uses schema, assimilation, accommodation as well as Zone of Proximal Development. Having a plan for each student, she uses the skills that the children already acquire to add on to their learning. ZPD comes in when there is a set of ability that the children needs to know and learn. She is using scaffolding to help the children develop assimilation and accommodation processes.

b) I love how she uses the "Coffee Cart" as a way for the children to interact with the school as well as the society. She uses their skills to enhance their learning beyond school context. She may want to expand her "Coffee Cart" not just in school, but to the neighbourhood as well.

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1) A mixture of Piaget’s Theory of Cognitive Development and Vygotsky’s Sociocultural Theory.
Sadie Guthrie’s students went through the adaptation process of disequilibrium when they were first introduced to the mobile coffee cart and the function of it. To achieve equilibrium, it drove her students’ learning process and accommodation occured. Hence, encouraging a change in the students’ cognitive thinking, allowing an existing scheme to coincide with a particular new experience. Relating to Vygotsky’s Zone of Proximal Development, Sadie Guthrie created an experience for her students that encourages social interactions while she continues to guide them and collaborate with a more knowledgeable other (MKO). Scaffolding was also provided with modeling for her students to learn and achieve success.

2) I like that the lesson is very interactive and she allows her students to raise questions, make comments, and at the same time, she poses questions to them that elicit a thought process. They also got to go on a mini excursion to help them further understand their roles. She created an experience for her students to be engaged in social interactions and to further develop their language abilities in an authentic context.
I would suggest for her to give her students the opportunity to try out different roles. For instance, if one of her students is a barista this time, he can try out being a cashier the next time round. She can also gradually bring this experience out to the community.

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Han Xiang

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a) Social constructivist approach. This approach suggest that social interaction facilitates learning. As the school community interacts with the students. The student build relationship and develop their characters/ attitudes. The students also learn how to face challenges and solve problems. Thus, enhancing their learning.

b) I like how the student’s benefit holistically due to this initiative. They learn skills that are transferable to their daily lives. Such as greeting, travelling in public transportation, interacting with shop vendors and finance. The student’s self-esteem and self-worth also increases with these interactions that take place. The teacher is doing an amazing job in making a positive impact in her students’ lives.

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a) The main idea of the video revolves around apprenticeship for students using coffee cart.

Students will learn functional skill, navigation, when travelling to the supplier's location to collect the food.

Involving students in social interactions especially for waiter/waitress because they need to take orders from customers.

Since all customers are educators, they will be able to have conversions with students with one of the goals to create a positive learning environment.

Students will find a sense of belonging and sense of purpose due to what they are doing and in turn increases their self confidence.

As a result, students will interact within the sociocultural environment which is beneficial in developing their higher mental functions.

b) Consider including technology into coffee cart project by having customers ordering through a smart device (eg ipad).

Students will then have to process the payment using the same/another device (eg ipad/cash register) to provide the correct change or charging to the credit card and even providing receipt to simulate real-life transaction.

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a) Learning should be an active process, building schemas, arrange physical, concrete experiences to develop understanding of abstract concepts and operations with experiential hands-on activities, arrange for social experiences & interactions.
b) I love that the teacher exposes her students to real life situations, getting them to experience experiential learning by going to the bakery to collect the food items, taking the bus and interacting with other people and not just people that the students are familiar with. She is also helping her students to learn life skills, which would help them in the future. She not only exposes her students to interacting with other staff at the school but also getting the other staff to recognise her students and their personalities.

Maybe the teacher could also try getting her students to help out at the cafeteria, serving food. This way, her students are also interacting with their peers of other classes which would help with their social skills. Get the students to man game stalls on special occasions.

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1) Sadie Guthrie has adopted Vygotsky's sociocultural theory of cognitive development. From the video itself, you can see that almost every frame of the children, she will always be there by their side. From picking up the student from the parents car to walking around the school with the mobile coffee cart, she acts like the More Knowledgeable Other (MKO) in all the student's action. The activities that she plans and for the students encourage them to have interactions with the environment, the public and other school staff and also give the student opportunities to grow in their communication and language. The teacher does this to stretch the students learning via experiences that they would not have if they were to be constrained in the classroom.

2) From the student's faces and reactions, I can see that they are really enjoying themselves. In my opinion, any lesson that ends with a happy kid is a good meaningful one. A happy student will interested in the lesson and of course will take part actively and learn willingly. However, I would like to see the students receive some sort of reward or recognition for their part.

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a) Learning should be active process; Opportunities to explore, discover, create; making  connections.

b) The teacher really made the students feel that they belong, that they are important. Coffee Cart also provides opportunity for the students to experience a bit of the working world.

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(a) What constructivist principles were used by the teacher?
i. Learning should be active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people):
- Students were given the opportunity to learn new skills and meet and interact with people. They were also taught the concepts like financial transactions, commuting and being a part of a community.

ii. Assess and take note of their stages of development and prior when designing activities and choosing content/curriculum (assess); developmentally appropriate:
- The teacher must have assessed each individual students’ capabilities before assigning specific tasks/roles (Cashier, barista and so on.)

iii. Build schemas - help them organise their experiences and knowledge into models or schemas:
- I believe the teacher must have helped them to build schemas (accommodation) to deal with their newly gained knowledge and experience.

iv. Build on prior knowledge and disrupt schemas (disequilibrium) for learning and growth through experiences:
- Might be a possibility if the teacher specifically selected these higher functioning students who have already grasped the concept what a cafe is and corelate that to a coffee cart.

v. Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiences, hands-on activities; use ‘real’ or authentic context:
- Students were brought out into the ‘real world’ to interact with people (Taking public transport, interacting with strangers)

ix. Develop their language (this provides access to knowledge, tools to think about the world and solve problems, means to regulate, and reflect on their own thinking):
- Towards the end it seems that the students would have established a more personal relationship with some teachers. They were able to be joke with teachers and to make educated assumptions (that the teacher purchased extra brownies for her children).

(b) What do you like about the lesson? Do you have any suggestions for the teacher?

I like that the lesson is very engaging and experiential. It has given the students vast opportunities to acquire lifelong skills and boost their confidence.

Suggestions for the teacher:
v. Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiences, hands-on activities; use ‘real’ or authentic context:
Suggestion: To have something similar to work placement programs. Field trips could be a good way to expose students to more various real life experiences.

vii. Pay attention to developing higher level thinking skills and intellectually challenging activities:
Suggestion: To expand on the coffee cart idea, or to task students with higher functioning roles or increased responsibility (Each one is put in charge of the coffee cart operations for the day/week or they will teach what they have learnt to another student).

vi. Arrange for social experiences and interactions - to talk about what they learnt; test schemas, help each other understand:
Suggestion: To have sharing sessions such as class presentations (Share with peers their knowledge and experience which they have learnt)

x. Provide time to reflect on experiences:
Suggestion: To encourage them to keep a journal.

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a)What constructivist principles were used by the  teacher?

She used the following principles:

1. Active process in creating opportunities for students to explore, discover, making connections when they create the Coffee Cart. They travel outside to pick up bakeries, serving customers and thus transforming their school community. They interact with each other knowing their classmates better.
2. Build schemas - they do what they know and accomodate to new needs by learning new knowledge or skills.
3. Arrange physical experiences  such as travelling on buses, making coffee, serving teachers and staff. I have similar experience during my stint with MINDS when the students rostered to make coffee during recess and serve schoolmates and teachers. They even played the role as cashiers in the mini-supermarkets.
4. Arrange for social experiences and interactions on verbal reflections of their experiences in setting the  Coffee Cart .They also get to interact with other teachers.
5. Develop open-minded activities for them to construct knowledge such as their functional roles, transportation and social skills.

b)What do you like about the lesson? Do you have  any suggestions for the teacher?

The teacher is inspiring, caring to make the students feel accepted and a sense of belonging. She brings out the best in individual students' personalities, knowledge and abilities. As such, this will build students' confidence, motivation and resilience levels. The amazing part of the assimilation to accomodation process is experiential and the students will remember more and embed as long term fond memories.

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Sadie Guthrie, an inspiring teacher (the more knowledgeable one) guided her students in providing real life experiences to relate to her class teaching. She organized her plan so well that her students felt amazing and wonderful after playing their roles. She scaffolded their knowledge whenever they required her assistance in order to expand their zone of proximal development. This is very much of Vygotsky's sociocultural theory of cognitive development where the teacher is faciliating learning and supporting the students where necessary.

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a)  The constructivist principles used by the teacher was based on Vygotsky’s theory of sociocultural development. The principles work on embedding activities in culturally authentic situations, involving students to interact socially use verbal communication to express their thoughts and feelings to promote greater understanding. There were roles given to different students, and is based on the student’s strengths thus there is differentiated instructional scaffolding for guide them on their duties. Using learning activities like managing a coffee cart, the students are assigned with different roles like cashier,  barista, taking orders, manning coffee machine, marketer, procuring products from external bakery vendor etc. They work on communication skills, marketing skills, building self-esteem, maintaining inventory and ordering supplies and other life skills. This will help them obtain the confidence and skills they need to get them ready for the real world. As a plan, they were given roles, taught what to do step by step. They started from classroom settings, to across the level, then to the school settings, and finally connect to external vendors. It is level-up approach and so it is less intimidating. Eventually the goal is to giving them opportunities and responsibilities in school community, providing a service to others and eventually help the actual community and have a sense of purpose. The teacher did not leave it for them to do it themselves at the start. She modelled the way, brought them through the steps, establish the partnership with the local bakery, introduce different people to the students who are manning the cart, brought them to use public transport, how to get their way, let them slowly be familiarised. They must also do social interaction with strangers, practise proper social norms/ etiquette and know how to think out of the box if situation does not go smoothly, e.g if it rains when they are travelling to order goods, what can they do. As more times they practise, they become more independent and confident of themselves.

b)    This educator is thinking long range and thus working with families on close terms, they are genuinely concerned about these students’ future, life after school, how to play a part in contributing in the real world. Do they have the required social capabilities and life skills that allow them to proceed to their next stage in life? Will they be able to find their interest and sustain themselves in the long term? What I admire about the educator, is the positive and close rapport she has with these students and she also shows systematic, organised in thinking and planning out for these students. In fact, no role is too small, as all are working as one team, each plays an important role, this is an important collaborative skill. I am sure even before tasks are assigned, the teacher would have interviewed and assessed the student’s capabilities and interest. To students, it may seem daunting about interacting with strangers, but the teacher gave explicit instructions (5W1H, roles assigned etc) and explained the rationale such as independence, responsibility, giving back to community, so they feel confident they are playing an important role, no one is a lone island. They support one another. It is important for the teacher and students to have a weekly review and sharing on their experiences and if there are problems that arise, they can bring up and discuss on how to resolve the issues. Weekly check-in to see their progress. A rewards chart to monitor their behaviour, reinforce their confidence and self-esteem. Parents can also step in, as customers or help out for a day, so that they can see how accomplished and responsible their child can be and create a closer parent-child relationship. I am sure there may be teachers or strangers who may not know these students or be wary of them, but using this coffee cart service, people will get to interact socially with them and understand that they are all part of our society and they want to belong and contribute, making a difference.

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I think

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a)      Constructivist principles used were

-        Learning should be active process; Opportunities to explore, discover, create; making connections

-        Build Schemas – help them organize their experiences and knowledge into mental models or schemas

-        Arrange for social experiences and interactions to talk about what they learnt; test schemes, help each other understand.

b)     I like the teacher, Ms Sadie empowering her students to fulfil their task such as asking the staff at the bakery, managing the coffee cart, handle the orders and payments and providing good customer service. She also creates real life experiences and opportunities for her students to improve their social and life skills which will benefit them later.

Suggestion.

Since the coffee cart is a success, maybe she can explore the idea of having a physical store outside school catering to the public and other members of society as their actual customers. They will be able to learn and improve the sets of skills which they may use when they step into the working world.

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(a)  The teacher, Sadie Guthrie, used a couple of constructivist principles. Firstly, teacher Sadie had assessed her students’ stages of development first before planning the coffee cart activity as a developmentally appropriate activity for her students. Secondly, she allowed the students to use their transportation skills by boarding the bus and arrive at the bakery to collect the baked goods by themselves and their interaction skills by making the student request for the baked goods. This reflects the constructivist principle of learning as an active process by arranging physical concrete experiences, using authentic context and having social experience. Thirdly, the constructivist principle of building on prior knowledge for learning and growth through experiences is reflected when teacher Sadie created different roles for the students such as pouring coffee, cashier, order-taking. Lastly, these students are able to recognize teachers names and their orders by interacting with them often. This develop their language by having constant social interactions.

(b)  What I liked about the lesson is that it is out of classroom learning. The real, authentic and experiential learning that take place throughout the activity gave great opportunity for the students to grow in their learning by applying what they have learnt. This creative process allowed the students to be part of the greater school community and mostly, it made them feel important. It also give the students the autonomy to work independently and also as a team player. My only suggestion for teacher Sadie is to have the students try out all the roles, different day, different role. So everyone will have equal chances.

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a.     Guthrie clearly adopted Vygotsky’s Sociocultural Theory of Cognitive Development in her approach. The amount of social interactions and experiential learning she incorporated in her teachings allow her students to be more participative in socially constructing their knowledge and be more independent over the long term. The ‘Coffee Cart’ project presented a variety of activities that challenges their schema from travelling, to communicating with strangers and to selling their products – important life skills for persons with disabilities.

b.     Her lessons are practical and are designed to prepare students for lifelong skills. Yet, she did not take away the joy of learning in a school setting from them. Guthrie may want to explore extending her students’ reach to the community by emplacing them in retail outlets for more authentic experience and exposure.

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a) She used multiple constructivist principles such as using developmentally appropriate lessons, built and disrupted schemas, as well as arranged for concrete experiences.

b) I liked that students taught in a more developmentally appropriate manner where they learned knowledge to work towards a working life in the future. The teacher taught the information for each aspect (travelling etc) beforehand, allowing students to categorize the information. She then brought them into the field to assimilate new information acquired from real-life scenarios into pre-taught categories. Students were also taught to interact positively with strangers and adults.

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a.) In this video, the teacher applied Vygotsky's socio-cultural theory of cognitive development.
Specifically, she employed Zone of Proximal Development concepts.

bi.) I like that the teacher allowed the students to dress according to the role they have to play and had the classroom set up replicate the real world environment.

Additionally, I appreciate that the teacher facilitated a brainstorming session and had the roles and responsibilities written down. I feel that this would help SEN students to learn better as they are typically visual learners.

Moreover, I believe that conducting the lesson in a systematic manner can enhance the students' learning experience. For instance, the teacher allowed the students to lead and encouraged social interactions. She also taught them to speak up to and greet 'safety strangers'.

That aside, I thought it was nurturing for the teacher to employ instructional scaffolding. For instance, guiding them to take a bus and teaching a student to press the bell.

bii.) Suggestion :
When the students are familiar with their role, the teacher should encourage them to step out of their comfort zone to learn more.

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Assess and take note of their stages of development and prior when designing activities and choosing content/curriculum (assess); developmentally appropriate

Before designing any kind of activity for her class, she will have to assess the different kinds of needs and age level of her students to see whether the content is appropriate and suitable for them.

Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context

The teacher brought the kids out to the actual community to collect their bakery for their coffee cart. This is part of an authentic based experience of going out to take the public transport as well as self-collecting their orders from the bakery itself. It is a form of exposure to experience the outside world and communicating with others. The kids were able to learn and experience transportation skills as well as social interactions.

Develop their language (this provides access to knowledge, tools to think about the world and solve problems, means to regulate and reflect on their own thinking)

Through the coffee cart initiative, the pupils were able to interact with other members of the school. Social interactions allow them to have more conversations and develop their language while interacting with others.

B) I think the coffee cart initiative is a brilliant idea! It is a lesson beyond the classroom. The teacher focuses on leveraging on their capabilities rather than their disabilities. It allows the pupils the opportunity to learn many different skills which proved that the pupils are capable to contribute actively to society as well. It is also working towards teaching them to be independent learners. I feel it gives them a boost to their self-esteem especially when they know they have done well with their respective duties handling the coffee cart.

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a) Sadie took the time to understand each of her students’ current level of understanding and then designed activities and delegated work tasks that are appropriate for each of them. The student’s learning is student-centered and she mostly facilitated learning of the students, rather than directing them. She used scaffolding for the coffee cart as she provided her students with a visual (written down on the whiteboard) to let them know what the coffee cart is about, where it will happen, why are they doing it, who is doing what and the description of each role, when it will happen and how they will carry out the coffee cart. Sadie was able to let her students learn in an authentic environment by letting them go out to the community to collect the baked goods from a local bakery and then going around the school to sell drinks and baked goods to the teachers in school. This allowed the student to have direct concrete experience of being in the food and beverage industry, as well as to be able to have social interactions with the people around them and to learn how to use language to interact with them.

b) I really like how her lesson is student-centered and how she was able to create such an engaging and functional learning experience for her students in a safe environment. It was evident that her students really enjoyed the experience and they grew from it as they gained some prior experience of how it is like to be working in the F&B industry. As she allowed her students to be more involved in the community, people around gained awareness and also learnt how to interact with PWDs.

Suggestions:

Sadie can provide a form of assessment to check for her student’s understanding by allowing them to collect the baked goods and run the coffee cart all by themselves without her supervision.

It would also be a greater experience for her students to also sell the food in the community (to the public) and not just to the teachers in the school. This is so that the students will have an even more authentic experience of working in the F&B sector as they learn how to interact with people whom they are not very familiar with and probably also learn how to problem solve and deal with difficult situations.

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a) Teacher Sadie used constructivist principles v and vi. Through hands-on activities, students learn how to prepare coffee and tea, serve pastry and operate a coffee cart. By learning how to be a cashier while operating the coffee cart, they also learn learn how to count money. Teacher Sadie also helped students arrange for social experiences and interactions with members of the community by bringing them on the public transport and bakery shop to pick up pastry.
b) Teacher Sadie is very creative as operating the coffee cart is a fun way to teach students with special needs real life skills and social skills. I have one suggestion for the teacher which is to work with the bakery to teach students simple baking skills e.g. baking cookies.

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Learning should be active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people) – Students were given opportunities to be in the project of creating the sale, purchasing the food, preparing the drinks, organising the coffee cart, selling and interacting with customers/people.

Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context – Students were directly involved in the jobs created by the teacher, exhibiting knowledge in the role given, and executing the necessary to perform their jobs.

Arrange for social experiences and interactions –to talk about what they learnt; test schemes, help each other understand – Teacher provided a lot of opportunities for students to interact with the community, by having the students purchase food from the local bakery, answering or responding to customers when asked or commented.

I like that the students were all so engaged and excited about their coffee cart project! Different elements of teaching is embedded in the lesson; for example,  students take public transport to get to a bakery, purchase, return to school, prepare the coffee cart, and push the cart around school to sell the food and beverage to customers. This makes learning these skills meaningful and students get to see the full picture of what they are learning and eventually doing.
The teacher can rotate the roles given to the students so that each of them is given an opportunity to try out different roles. This provides a new situation, creates disequilibrium in the child and the new experience can in turn bring about a development or a learning for the individual.

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a)      The teacher uses Vygotsky’s Sociocultural Theory of Cognitive Development to teach her students Job Skills, functional skills, independence and responsibility. This gives the students chances to explore, discover and be independent. The teacher took her own initiative to lead the mobile coffee cart project to spread awareness to the whole school and create opportunity for the students with disability to become part of the school community. With this, the students won’t feel left out and they feel belong.
The teacher ensure that every child is being accepted, by giving them different roles, they will have a sense of responsibility and involvement. The way the other teachers interacted with the students boost the student’s confidence level as they get to know them well through out the entire school year. This builds up good communication skills as well as good student-teacher relationship.

The teacher also created out of classroom activity where she brings the students out of school to get bakes good at a local bakery. She taught them transportation skills and social interaction skills with people as well as money skills.

b)     I like how every student are involved with the coffee cart project and every student has a different role to play. With great teamwork, the whole process will be a smooth one. The teacher explained beforehand in detailed before executing the whole idea of the coffee cart so that the students will understand what they are supposed to do. The whole role play makes the students feel important and have the sense of accomplishment. We should see the child’s ability and potentials in all aspects.

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a)      From the video, I could see the teacher using the following constructivist principles:

1.      Learning should be active process; Opportunities to explore, discover, and create; making connections (concepts, ideas, and people):

·          I could see the Teacher creating more opportunities for the students to become a part of the greater school community and making connections with other Teachers in the school when using the coffee cart.

2.      Assess and take note of their stages of development and prior when designing activities and choosing content/curriculum (assess); developmentally appropriate:

·         The Teacher looked beyond on the students’ future and planned on the job skills for the coffee cart to get the students to be independent. It is more like what are the skills that you do have that you are going to use to move forward.

3.      Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context:

·         Getting students to step out in the community such as to use the public transportation and collect the snack from the bakery. This allows the students to have social interactions in culturally authentic settings creating social awareness in these students.

b)      I like how the teacher created community within the school that enabled students to discover their abilities and personalities using functional skills in a culturally authentic context. She looked beyond and created opportunities for students to become a part of the greater school community. Getting her students to have social awareness, she assisted students to use the public transportation and have social interactions with the public. While introducing the job skills, she scaffold the details of the skills well and added instructional steps for each skills (e.g. How to take order) for the students to be independent and responsible of their role. This makes the students feel accepted. My suggestions would be getting students to alternate the different roles and they could also try this in a different setting like bakeries or have push carts during an event in school.

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a) 1. Opportunities to explore, discover, create; making connections.
2. Concrete experiences to develop understanding of abstract concepts and operations.
b) I like how the coffee cart project has provided an opportunity for the students to develop functional skills as they have gained independence and responsibility. This also enables students to develop confidence in their social networking when they interact with strangers.

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Evaluate the lesson from a constructivist perspective:

What constructivist principles were used by the teacher?

What do you like about the lesson? Do you have any suggestions for the teacher?

##Learning should be an active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people).

She takes 3 students on public transport to downtown and collected the barkery for selling to teachers. This process allows students to explore, discover and interact with people (stranger for the case)

##Arrange physical, concrete experiences (real or virtual) to develop an understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context

Making the tea and sell it to teachers or principal,

arrange barkery in excellent and visually appetite manner

present barkery with tissue show the hygiene perspective of the activities

## Arrange for social experiences and interactions –to talk about what they learned; test schemes, help each other understand

Allow the students to interact with the cashier of the barkery shop is a social experience that the student goes through,

The lesson allows the students to feel that they are part of society, and make them think they can interact with others, contribute to the community in their way.

The teacher can further improve the program in the following way:

1. Instead of just serving the adult, the program can extend to their classmate that will give another dimension of human behavior as a youth might not be so lovely as compare to teacher and principal.

2. The program can include boiling the water and fill up the hot pot with all necessary precautions in place. Students can use this skill at home.

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a) I think that Sadie Guthrie adopted multiple constructivist principles in implementing the ‘Coffee Cart’ project. She assessed the student’s stages of development, disabilities and learning needs then designed the lesson that suited them. She assigned each student to a job and explained their roles and responsibilities to help them understand their involvement in this project. She created opportunities for the students to explore real-life experiences such as transportation skills, life skills and social skills. In this learning process, they learnt to discover new knowledge and make connections from their experiential learning to their prior knowledge. To these students, this project was actually an intellectually challenging activity to improve memory, problem-solving, creativity and other cognitive functions.

b) I like her idea on the ‘Coffee Cart’ project. The learning experience is authentic and gives students a sense of belonging in the community. They can actually contribute to the community and recognize their individual strength despite their disabilities. They managed to overcome their anxiety and gain confidence when they communicated and interacted with strangers. This project indeed creates a lot of opportunities for the students to achieve little successes in many aspects of life. I am thinking Sadie Guthrie could actually further enhance their learning. She could allow them to switch their roles and encourage peer coaching. Keeping a journal or sketch book help students to take down their learning journey and reflect on their experiences.

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What constructivist principles were used?

(i) Learning is active process --- making connections of money skills and cashiering (making connections)

(vi) Arrange for concrete experiences to develop understanding of abstract concepts --- involve the students in “real work” of collecting baked good and making coffee for teachers. Real interactions, contributing to their school community.

(ix) Develop their language --- team work amongst themselves, talking to customers

What do I like about the lesson?

It promotes continued learning and is pitched at the right level for students to grow in learning functional vocational skills. The students feel enabled, valued in their community and intrinsically motivated to learn and be part of the project.

Suggestions for the teacher?

We do a similar “mini café” in class back in my classroom. We have similar roles- barista, cashier and waiter. The rest of the students will be customers. Roles are changed every week. We challenge the student’s understanding of money skills by introducing 1-2 new discounts/ meal deals each week. And after every session, there is a reflective component where we take turns complimenting each other on the work they have done.

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a) What constructivist principals were used by the teacher?

In my opinion, Sadie Guthrie used a combination of both Piaget’s Theory of Cognitive Development and Vygotsky’s Sociocultural Theory.

Guthrie explained to her students about the various types of job skills, scope with each specific skill as well as how they should go about doing it. All these however, are only theoretical knowledge which students would not be able to relate to without experiencing it first-hand. Guthrie’s students are taking in these information into existing schemas taught previously (that is assuming that they have covered the general topic of different types of occupations) and linking them to the context of their school rather than the general public – Assimilation. However, despite having gone through and broken down each task explicitly, there will still be a missing gap between “theory” and “practical” on the students’ first attempt of going around the school to sell coffee. One possible situation that I feel can happen – student assigned to being a barista has existing knowledge that his role will be to take the order of the customer before preparing the drink. However, in real life context, the customers might attempt to make conversations with him which is not stated down explicitly in his existing schema thus causing a state of disequilibrium at this sudden new information. However, as the students continue to have these coffee cart sessions, they begin creating their own information and schemas of what the job scope entails and thus creating new schemas of their own through the different experiences they encounter each time and eventually, students will reach a state of equilibration.

Not only did Guthrie scaffold the lessons based on her students’ needs, I also like how this activity was first initiated in the school’s community as this meant that the teachers are all people with awareness and knowledge of disability, thus effort will be put into interacting with students whenever they drop by to take their coffee/snack orders. And this, in my opinion, builds a very strong and solid foundation in terms of language development within the students through social interactions. Guthrie had also incorporated the Zone of Proximal Development (ZPD) where she provided extra attention and support (personally bringing students out of the school to cross the road, take the bus and collecting items from the bakery) in completing tasks in an authentic situation. She was also with her students whenever they were doing their job tasks with the Coffee Cart. In doing so, she is preparing her students to be ready for real life situations and pushing them to perform to their best abilities.

b) What do you like about the lesson? Do you have any suggestions for the teacher?

Rather than focusing solely on the curriculum (or academic aspect) of schooling for these Special Needs students, I like how Guthrie also thought for the kids beyond the school context and transformed these thoughts into her planning of the lesson. She had also thought through every aspect of this activity in detail and was able to break down every part explicitly for her students. All these resulted in a very authentic learning experience for the students – transportation, purchasing of food outside, job skills related to the real world and most importantly, communication with other people.

As mentioned in the video, it is difficult to get students to talk/initiate conversations with others. And I like that Guthrie came up with the idea of a Coffee Cart within the school community as an effective way to build communication skills in students.

I also feel that a progression from this (if possible) would be to bring this Coffee Cart activity outside of the school community (towards people with little to no knowledge of Special Needs) so that we are able to further expand students’ exposure to the real world.

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a) The teacher had used these constructivist principles ;

-Opportunities to explore, discover, create; making connections (concepts, ideas, people

-Assess and take note of their stages of development and prior when designing activities and choosing content

-Arrange for social experiences and interactions
-Arrange physical, concrete experiences to develop understanding of abstract concepts and operations; hands-on activities.

b) She created a great experiential learning opportunity for her students to interact with people and the environment in a real life.

She planned and designed the appropriate roles for each of her students. She also provided some scaffolding in the form of visual/graphic organisers , listing out the jobs etc. Through this activity  teacher student and student-student relationships were fosterd and it brought these students a sense of belonging in the school community. This real life experience taught them functional vocational skills , social skills and gave them the confidence.

This ‘Coffee cart” idea is brilliant. The teacher could consider rotating  the roles , try out different setting such as F&B outlets   or  helping out at the school canteen during recess.

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a)       The constructivist principles Sadie Guthrie used are learning should be an active process; opportunities to explore, discover, create; making connections, Arrange physical, concrete experiences to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context and Arrange for social experiences and interactions.
b)       What I like about the lesson is the teacher plan from the heart. She is very specific with her objectives and that is to make sure her students are a part of the greater school community. She found the common ground and provided opportunities for her students to learn how to be responsible, independent, and polite just by selling coffee to teachers. She helped transform school community by showing her students’ capabilities, making them feel important and provided opportunities to get to know them through their interactions.

She plans for each student, explained the Job & what they do. Job skills, responsibilities, experiential learning, social interaction with people in and outside of school.  They Cashier, tells the customer how much their item cost and collects money or credit and give change. Barista, listens to the order and makes the customers drink, pour the coffee. Greeter says hello to customers and takes customers order. She taught them to Face challenges head on. The students were Involve in the creative process, start from scratch. She Work closely with the family and inevitably have emotional relationship.

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1) Using Piaget’s theory of cognitive development and schemas. The teacher begins the lesson by knowing the student strength and weakness. The teacher must assess the student based on stage of cognitive development as some of her student are behaviour younger than expected. She grooms the student to be at the age where they can be accepted into the school population.

Using schema as a guiding principle, she made adaptation and modification in her lesson. This is to assimilate the end goals. The program call barista is useful lesson to teach her students about socializing and career ready. Students can make mistakes and learn from them under her. This make their lesson authentic.

Using Vygotsky’s theory, the teacher introduces collaborative learning. Thus, her students can learn from each thru discussion and their own personal learning experience.

2) Her lesson was very real, authentic and fun because students are able to interact and learn from each other. She can consider organizing a Job attachment programme where her students are able to serve the member of public and their employers. This learning will prepare them to be career ready.

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a)	The constructivist principles used by the teacher was based on Vygotsky’s theory of sociocultural development and Bronfenbrenner’s Bioecological Model of Development. The ecological component in Bronfenbrenner’s model suggests that our development is influenced by a complex set of systems in the environment, including family, peers, social institutions, such as churches and schools, and individuals’ communities and cultures (Bronfenbrenner & Morris, 2006). As you see in the figure, each system is nested in a larger system, and each layer is viewed as impacting development. From individual to microsystem (school, peers, teachers), to the mesosystem (external vendors, neighbourhood), to when they live the school system, and they will progress to the exosystem (societal influences), macrosystem (the culture in which the children develop) and eventually the chronosystem (aspects of environment that may change overtime, but the skills they possess can still be applied)

Using Vygotsky, the principles work on embedding activities in culturally authentic situations, involving students to interact socially use verbal communication to express their thoughts and feelings to promote greater understanding. There were roles given to different students, and is based on the student’s strengths thus there is differentiated instructional scaffolding for guide them on their duties. Using learning activities like managing a coffee cart, the students are assigned with different roles like cashier,  barista, taking orders, manning coffee machine, marketer, procuring products from external bakery vendor etc. They work on communication skills, marketing skills, building self-esteem, maintaining inventory and ordering supplies and other life skills. This will help them obtain the confidence and skills they need to get them ready for the real world. As a plan, they were given roles, taught what to do step by step. They started from classroom settings, to across the level, then to the school settings, and finally connect to external vendors. It is level-up approach and so it is less intimidating. Eventually the goal is to giving them opportunities and responsibilities in school community, providing a service to others and eventually help the actual community and have a sense of purpose. The teacher did not leave it for them to do it themselves at the start. She modelled the way, brought them through the steps, establish the partnership with the local bakery, introduce different people to the students who are manning the cart, brought them to use public transport, how to get their way, let them slowly be familiarised. They must also do social interaction with strangers, practise proper social norms/ etiquette and know how to think out of the box if situation does not go smoothly, e.g if it rains when they are travelling to order goods, what can they do. As more times they practise, they become more independent and confident of themselves.
b)	This educator is thinking long range and thus working with families on close terms, they are genuinely concerned about these students’ future, life after school, how to play a part in contributing in the real world. Do they have the required social capabilities and life skills that allow them to proceed to their next stage in life? Will they be able to find their interest and sustain themselves in the long term? What I admire about the educator, is the positive and close rapport she has with these students and she also shows systematic, organised in thinking and planning out for these students. In fact, no role is too small, as all are working as one team, each plays an important role, this is an important collaborative skill. I am sure even before tasks are assigned, the teacher would have interviewed and assessed the student’s capabilities and interest. To students, it may seem daunting about interacting with strangers, but the teacher gave explicit instructions (5W1H, roles assigned etc) and explained the rationale such as independence, responsibility, giving back to community, so they feel confident they are playing an important role, no one is a lone island. They support one another. It is important for the teacher and students to have a weekly review and sharing on their experiences and if there are problems that arise, they can bring up and discuss on how to resolve the issues. Weekly check-in to see their progress. A rewards chart to monitor their behaviour, reinforce their confidence and self-esteem. Parents can also step in, as customers or help out for a day, so that they can see how accomplished and responsible their child can be and create a closer parent-child relationship. I am sure there may be teachers or strangers who may not know these students or be wary of them, but using this coffee cart service, people will get to interact socially with them and understand that they are all part of our society and they want to belong and contribute, making a difference.

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Constructivist Principles

The teacher was using two types of constructive principles which were Piaget’s Theory of Cognitive Development and Vygotsky’s socialcultural theory of cognitive development.
For Piaget’a theory of cognitive development, the teacher started in the classroom setting by guiding them to see the purpose on they are doing the coffee cart project such as learning job skills, independence, responsibilities and functional skills and being part of the community. In one scene of the video, there was a white board that she list down the roles of “Greeter”, “Barrista” and “Greeter” and “What we do” and “Venue”. She probably also teach them how to make coffee, communication skill and how to organise materials for the coffee cart.
For Vygotsky’s socialcultural theory of cognitive development which she guided them to interact with the Teachers and people outside the school community such as asking them what they would like to have for their coffee and also going outside using public transportation to collection of baked goods. In this aspect, there were elements of social interaction, language being used to describe their developing understanding (the students were being interviewed during the video to share their experiences) and also instructional scaffolding where the teacher probably guided them on how to make coffee, collect payment , where to get baked goods and how to interact with the Bakers and etc.

What I like about the lesson? Do I have any suggestion for the teacher ?

What I like about the lesson is the fact that the teacher provided them experiential learning by blending two constructivist principles by involving them in the school and beyond school communities through this simple project of using coffee cart. As a result, she create an unspoken friendship among her special needs students, Teachers and people from the community.  On the hindsight, she knows some people can be unkind to her students by unintentionally put them down, she believes in empowering her students to move forward with the skills they have gained through this humble project of coffee cart.

Suggestion for the teacher.

Coffee cart is a good project to start off with. If she has plans to create more project for her special needs students, maybe she can create similar projects like farmer’s market where her students can grow vegetables in the garden and sell them to teachers or to the community. Gardening is another project that she can look into.

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a) Sadie Guthrie adapted both Vygotsky's theory of sociocultural development and the basic components to Piaget's Cognitive Theory.
- She has very close rapport with the students and families allowing her to know them at a person level
- She scaffolded the lessons well from abstract ideas, concept to something concrete
- She explained the roles and what they will be doing
- She brought the student out to the community and into the local bakery to pick up the goods while teaching them transportation skills and having social interactions with strangers.
- Student were given the chance to be out of the classroom and be productive
- As time goes, other teachers got to know the students and their ability better as the mobile coffee cart created a community within the school
- Sadie not only gave them a lesson in the classroom, she brought the whole new experience to the students in an authentic context

b) I enjoyed watching the expressions on both the students' and the teachers' faces. The mobile coffee cart brought so much joy the them that the students feel important. It allowed the students to feel accepted in the community hence they can be socially involved. The other teachers were very patient and accomodating by having conversations and jokes with the students. Sadie saw so much in them and believed in them. She taught the that challenges are not as important compared to the skills they have and what they are going to do with it. I would love to see Sadie introduce the students and their mobile coffee cart to the community outside the school. It would bring a greater awareness and Sadie could help to facilitate the assimilation and accommodate changes and challenges along the way.

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The teacher used Vygotsky's Socio-cultural Theory of Cognitive Development. Vygotsky's theory mentioned, "children construct knowledge and that learning can lead development." This is shown in the video where the teacher prepared the class and shared with the class informations about the project that they going to undertake. They teacher also make sure each of them were given their own area of responsibility and to equip them with the knowledge and skills required such as teaching them how to take the transport, how to interact with customers and public.

I like it the lesson because the teacher has given the opportunity to experience something meaningful to the student in a safe environment, that is in their own school. This will build up the students' interest, gives them the experience and also to be a confident person. The teacher also focuses of the skills that she needed to teach the students and not the problem that arises.

She might want to do it on a bigger scale in future like collaborating with the stakeholders to have a bigger scale event outside school.

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Sadie Guthrie uses Vygotsky's theory of sociocultural development where the child can be successful under adult guidance and when they collaborate with their peers. She wanted to have the Coffee Cart project to get her students the experience to mix and involve themselves in the society and also to interact and socialise with the community. E vn thought they were hesitant at first, but after listing outthe tasks and the responsibilities (Scaffolding), her students felt they were willing to give it a go as they were clear on their role.
I like the lesson as it gves her students oppurtunities to show their potential and their strengths during this session. They in turn become more outgoing and more confident to face challenges. She educates them by teaching them how to take the bus, how to go to the bakery to place their order and to put across what they need to other adults.

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Video Observations

1.       Based on constructivist principles

a.       Knowledge is constructed

i.      They make meaning to the knowledge that they gain thus being able to understand it better and retain the knowledge better. It allows them to use these knowledge and skills in their own daily lives for them to be able to be independent and hopefully use these for their future ahead.

b.       Learning is active.

i.      They are physically active in their learning. From taking the transport to the act of serving and pouring the coffee, they are always actively engaged in their learning. This will allow for knowledge to be retained and for them to build up on these knowledges.

c.       Knowledge is socially learned.

i.      They learned in groups, they work with different stakeholders such as the café personnels and strangers and even teachers that may not have taught them. The interaction allows for deeper learning to take place which also means that guided learning within the zone of proximal development is taking place from time to time.

d.       Knowledge is personal.

i.      Because they go through each step of creating the knowledge and making meaning and learning it in an active manner, it means that they have owned and made knowledge personal to them. They way they craft that knowledge is then different compared to someone else.

2.       The interaction between the teachers and the students were very personalised and beautiful to watch. The way the skills are taught to the child is crafted specially for the child and the differentiated work that goes behind it is detailed and very well thought through.

3.       Just wondering if these kids can be taught to make their own desserts by having them work at the café and they can come back and run a café physically and the school can use the space to employ them and allow them to build themselves before they go out and be part of a bigger society.

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Video Observations
1.	Based on constructivist principles
a.	Knowledge is constructed
i.	They make meaning to the knowledge that they gain thus being able to understand it better and retain the knowledge better. It allows them to use these knowledge and skills in their own daily lives for them to be able to be independent and hopefully use these for their future ahead. 
b.	Learning is active.
i.	They are physically active in their learning. From taking the transport to the act of serving and pouring the coffee, they are always actively engaged in their learning. This will allow for knowledge to be retained and for them to build up on these knowledges.
c.	Knowledge is socially learned.
i.	They learned in groups, they work with different stakeholders such as the café personnels and strangers and even teachers that may not have taught them. The interaction allows for deeper learning to take place which also means that guided learning within the zone of proximal development is taking place from time to time. 
d.	Knowledge is personal. 
i.	Because they go through each step of creating the knowledge and making meaning and learning it in an active manner, it means that they have owned and made knowledge personal to them. They way they craft that knowledge is then different compared to someone else. 

2.	The interaction between the teachers and the students were very personalised and beautiful to watch. The way the skills are taught to the child is crafted specially for the child and the differentiated work that goes behind it is detailed and very well thought through. 
3.	Just wondering if these kids can be taught to make their own desserts by having them work at the café and they can come back and run a café physically and the school can use the space to employ them and allow them to build themselves before they go out and be part of a bigger society. 

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Video Observations
1.	Based on constructivist principles
a.	Knowledge is constructed
i.	They make meaning to the knowledge that they gain thus being able to understand it better and retain the knowledge better. It allows them to use these knowledge and skills in their own daily lives for them to be able to be independent and hopefully use these for their future ahead. 
b.	Learning is active.
i.	They are physically active in their learning. From taking the transport to the act of serving and pouring the coffee, they are always actively engaged in their learning. This will allow for knowledge to be retained and for them to build up on these knowledges.
c.	Knowledge is socially learned.
i.	They learned in groups, they work with different stakeholders such as the café personnels and strangers and even teachers that may not have taught them. The interaction allows for deeper learning to take place which also means that guided learning within the zone of proximal development is taking place from time to time. 
d.	Knowledge is personal. 
i.	Because they go through each step of creating the knowledge and making meaning and learning it in an active manner, it means that they have owned and made knowledge personal to them. They way they craft that knowledge is then different compared to someone else. 

2.	The interaction between the teachers and the students were very personalised and beautiful to watch. The way the skills are taught to the child is crafted specially for the child and the differentiated work that goes behind it is detailed and very well thought through. 
3.	Just wondering if these kids can be taught to make their own desserts by having them work at the café and they can come back and run a café physically and the school can use the space to employ them and allow them to build themselves before they go out and be part of a bigger society. 

# data[].attributes.body
Video Observations
1.	Based on constructivist principles
a.	Knowledge is constructed
i.	They make meaning to the knowledge that they gain thus being able to understand it better and retain the knowledge better. It allows them to use these knowledge and skills in their own daily lives for them to be able to be independent and hopefully use these for their future ahead. 
b.	Learning is active.
i.	They are physically active in their learning. From taking the transport to the act of serving and pouring the coffee, they are always actively engaged in their learning. This will allow for knowledge to be retained and for them to build up on these knowledges.
c.	Knowledge is socially learned.
i.	They learned in groups, they work with different stakeholders such as the café personnels and strangers and even teachers that may not have taught them. The interaction allows for deeper learning to take place which also means that guided learning within the zone of proximal development is taking place from time to time. 
d.	Knowledge is personal. 
i.	Because they go through each step of creating the knowledge and making meaning and learning it in an active manner, it means that they have owned and made knowledge personal to them. They way they craft that knowledge is then different compared to someone else. 

2.	The interaction between the teachers and the students were very personalised and beautiful to watch. The way the skills are taught to the child is crafted specially for the child and the differentiated work that goes behind it is detailed and very well thought through. 
3.	Just wondering if these kids can be taught to make their own desserts by having them work at the café and they can come back and run a café physically and the school can use the space to employ them and allow them to build themselves before they go out and be part of a bigger society. 

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Yong Guo Hong

What constructivist principles were used by the teacher?

Firstly, the teacher used hands–on activities and concrete objects such as flowers and plastic cups.

Next, the teacher arranged for social interactions by setting up a coffee cart in school, and letting students man the cart. The teacher also brings the students out in the community on public transport, where students can learn how to interact with strangers appropriately, and travel independently.

In addition, the teacher chooses content that is developmentally appropriate. The teacher predicts that the students will be working after graduation, and tries to equip them with work skills and communication skills through this coffee cart activity.

Furthermore, students are also able to make connections. For example, by letting the students collect baked goods from the local bakery, the student are able to link the occupations “baker” to the object “bread”. Subsequently, the student also discovers that a baker can maker various other baked goods such as scones, tarts, and puffs. As part of the activity involves travelling and the student are given opportunities to explore and discover the people and places in the community, and integrate new knowledge into their schema (for example, if there is a new bus service they can take to get to the bakery.

I am particularly impressed that a teachers asked Jacky for whom she bought 2 extra brownies for. This action provides Jacky with the chance to develop higher level thinking skills, that there are many reasons for buying an item (for oneself, for others, or just to support the students), and that beyond a reasonable quantity of brownies, anything excess brownies purchased should most likely be for other people.

What do you like about the lesson? Do you have any suggestions for the teacher?

I like that the teacher works with the family to find out the expected outcome of the students (for example, if the family wants the student to work after graduation), and takes into account the student’s educational and vocational pathway in deciding what to teach the student.

To me, I really love that the task of manning the coffee cart is broken down into 4 main roles, with Wedad as the Greeter and Order taker, Jacky as the Barista, David as the Coffee Pourer, and Nathan as the Cashier. When the task is too complex for a single student to complete, the teacher breaks the task down and allows student collaboration for them to achieve success as a group. This is in accordance with

I also like that through the coffee cart activity, the 4 students (Wedad, Jacky, David, and Nathan) are given the opportunity to interact with other members of the school, and engage in small conversations to share about their likes, dislikes, and everyday experiences.

It is important that the teacher explains the rationale behind the activity (acquisition of skills) to try to get the students on board. When the students can identify with the lesson goal, they become more intrinsically motiviated, which leads to better learning. Also, I feel that the goal of the activity is very functional, as independence and resilience is vital for anyone in the community.

Finally, it is vital that the teacher has a growth mindset and believes that the abilities of her students can be improved. This is evident from her opinion that she “sees so much in” the students with special needs, and she expresses sadness when other people do not expect the maximum potential from, or make negative remarks about people with special needs. When a teacher believes that the abilities of their students can be improved, the teacher will keep trying to design activities and lessons to help the students learn.

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A. I would say the teacher used the principle on how Learning should be an active process. She allowed the students to practice functional skills such as counting money, social interaction with others through real-life settings. She helped them make connections with the people around them (e.g. Knowing the other teachers orders, making jokes with others). She also allowed exploration by letting the students discover how to pick up an order from the bakery.

She also applied the principal of physical and concrete experience where the student did the coffee cart. The jobs assigned to the student (e.g. stock take, barista) were reflective of what is needed to run an actual coffee-cart  and i think this would really help to generalise to outside settings if they are going to work.

B. I really like how each student has his or her own responsibility doing the coffee cart. I felt that this accompanied by the social interactions with other teachers gave the students confidence and increase their self-esteem. It was really amazing to see how the students are proud of what they are doing and know that they have the potential to contribute to society.

I think it would be nice if there is re-shuffle of duties. So maybe the students can learn from each other’s duties so as to continue to build on their skills. It would also resonates with Vygotsky’s theory of Socio-cultural development where the student learns from a more advanced peer.