Activity observed in class Theory Engagement
1. this activity was for Bruner. For most of my MST and my lesson we have used this kind
the high group where Scaffolding, on scaffolding. It worked very well, students were engage
they have to touch sensory: they are and have learned and enjoy it. This kind of scaffolding is
the card and take the touching the encouraging students to be active.
correct symbol in the cards and move.
correct position.
2. The teacher taught (Social Using social interaction strategy is effective. Especially
them about ordinal interaction). Lev when you ask students to talk to their partner or their
number. She gave Vygotsky group to find the answer. Because they are sharing
some cards. Students different opinion and information, so at the end they might
had to order them in say the correct answer. In the future I am going to use this
pairs. strategy.
When I taught Graphic Students when they learn there should be some scaffolding
students about using (Scaffolding) to help them understand more. When I taught them about
number line to Bruner. using number line to subtract, I printed out a number line
subtract, each on the student’s table. Based on my observation, most of
student had their
number line. They the students benefit from it. So, I am going to use as this
were subtracting the kind of scaffolding which is graphic
number using it.
3. We students were Le Vygotsky As we teach kids, we must be taking an account of their
learning greater level so we can prepare the activity based on their
than less than, academic level. In my view it is the most important thing,
and equal to. I because if they activity docent match their academic level
have prepared students will stay in their current level without any
the activity based development. As I saw using this strategy is great idea
on their level.
because students will develop their level if the activity are
suitable for them.
High level: were
dealing with numbers
only from 50-100.
Middle level students
were dealing with
pictures from 1-50.
Low level students
were using objects
which is cube.
4. When I taught (iconic)Bruner Without using these visual direction students might have
them about ten some difficulties or misunderstanding the activity.
more and ten
less, I printed out
the direction
visually.
5. The teacher was (Personal In the begging of my lesson. I am always questioning the
teaching them discovery) Bruner students to see where they are. They have to answer it by
subtraction, she them self. In one of my lesson, I asked them about what
was telling the dose ten frame means. Students had to identify it by them
students a senior self. This activity is worked well for some but other not
“Ahamed has 4 which is the low students. Because they knowledge is less
apples and he
than the high-level students.
gives his friend 2,
how many are
left? Students had
to identify the
answer
individually.
6. When I taught (Concrete)Bruner Using concrete objects are very helpful. While students
adding tens and used them, they understand more. Especially when they
once, students are counting the tens and once. It did make the learning
have some cards easier than its.
of equation, they
used cubes to
help find the
answer.
7. When the teacher (Concerts) Bruner Using concrete should the students what they are doing
taught them exactly. As I saw, this is worked well, and students have
about ordinal benefit from it. I am going to use this next semester.
number. Low level
students had a
activity which is
matching the
name of numbers
with objects.
