Teaching Practice Task 4: From Theory to Practice

Program link: This task is associated to the guidelines of the course EPR 3003 Mathematics
for the Primary School Teacher Course learning outcomes 2 Recognize the relationship
between how children learn mathematics with the theories of learning and their psychological
impact on learning math.

Objective: You will identify teaching and learning activities that can be related to behaviorist
and constructivist theories. You will note at least ten activities (for English, Math or Science)
that the teacher or you used. For each activity noted, identify the theoretical perspective and
evaluate the activity for engagement.

Activity observed in Theory Engagement

class

1.Representing adding Volkswagen - This activity is for grade 1 student.

questions answer came up with - This activity was for adding question, were
on the number the Fun Theory student will get question, and they have to
line ( Jump ) by represent the answer of the number line.
fun
- This activity considers under fun activity, were
they have jump of the number line.

- Students were engage during the activity,

because its meets with their interest and with
the way of leaning that they preferred which is
kinetic. To on that the thing aids me to have
their engagement is, having simple instruction,
which outfits with their understanding ability,
and having instructions that encounter with
students understanding level, student will
produce, more and more . Also I think the
biggest reason that this activity get achieve, is
because students are not use to have activities
in the class , because they book based leaners.
So they get occasion of exploring innovative
device.

2.Solving subtraction The theory is - This activity is for grade 1 students.

questions by that when - Students consume this approach while
cubes students are they are taking subtraction lesson.
given the
support they - Students did will on the activity of
subtraction, were they have to custom
need while
cubes to get the answer as an scaffolding
learning
method.
 something
new, they
stand a better - During the task student were not reach
chance of to the high point of engagement, were
using that
some students were only taming of they
are working with it , when the teacher is
knowledge
going around them, and some of students
independentl
are doing it because they are force to it ,
y. Bruner were other were coping other work ,
recommends because they have to be done. The
positive reason I think that students were doing
interaction the such acts ,because first of all , they
and three get use too with this method , and they get
modes of board of it and they need novel objects to
representatio deal with it , more over they are young
n during students , they need time to time get
teaching: updated , in many thing , for instance in
materials, and the way of having the
actions,
activity , were their teacher is using only
images, and
the cubes.
language.

Scaffolding
3.Having Behaviorist -I do custom unlike ways of controlling on
reword system operant the students, and on their behavior , for
taking conditioning example clapping , bell.
points by:Skinner
- The effective strategy of controlling on
student is do custom is girl reword system,
where each group will have a girl, and hire
pins, and the hire pins represent the points.

- Students were excited it the reword

system, were each group elect name of
their girl. Before I begin with the lesson,
students start to remember me about the
girls, and this shows that they are enthused
with the way of having reword system. On
other hand students were following the
instructions of the reword system, were if
they have correct answer , or did a good act
they will get a point , and they will have the
free dome of electing the which pine they
want to stick it in their girl hire, and if they
have wrong act or they brock the role ,
there will be consequences , which is
 taking off a point.

- In my point of view when teacher will have

a reword system for her class, she have to
select it , in the way that her students like
or give them chance to pick their reword
system, and its have to be same their
gender, so this will aid teacher to have
students attraction , and stimulate them for
the class tasks do be done in a correct way
to get the point. The vital thing is that the
reword system is not only for good things!
Because some teachers are consuming it
for correct things, however reword system
must also conduct with consequences, and
this will take the over 50 % of having
control.

4.Creating questions. constructivist - This activity is about students will create a

Cognitive question and will switch with their group pear.
-The activity embody student center, were they
will have only the instruction, and the next
they have to do .
- Student center tactic takes place initial time in
the class. As it was their first time to compact
with this strategy and some of them are from
low capability, yet they did well on it. In the
begging when I avow about the activity ,
students were an confortable about the
activity. But when I modeled the activity ,
students they understand what is required ,
and they start to do the task . This activity
was goes successfully, because students were
engage, and they were doing the thing that
have sense and understandable , which help to
have engagement, top on that this strategy and
task were innovative for them because young
students they want to consume time to time
novel thing and ways that help them to go to
the next step of development , so this also aid
me and them to be engage. Promoting free
dome in leaning is also one way of having
students focus , as I did with them I this
activity , were they have free dome in have
any number is their question , and any
 operation which is add, subtract

5.Story telling David Kolb - In the teacher part I was telling them a story
published his that represent the lesson, for example in
learning styles subtraction, were i have animals story.
model in 1984
- Students get engage and spend their focus
time more , when there is thing is happening
that represent their level of understanding , and
their interest, so I do use a story telling
strategy with students , to make the concept of
the lesson to be more understandable and to be
attract students mind to the lesson , but in a fun
way. Top on that I do use alternative
approaches and strategies in teaching math, to
impart to the students that math is not only
about numbers, but also we can deal with math
in fun way.
- I do consume this approach several times,
because , students were engage with the
story, and the thing that make them
more attract, and engage is having
objects with the story and the story that
they more prefer , and while am telling
the story , I ask them to assume what will
be the answer of a question that I ask
them regards of the story, were in the
one strategy student may earn other
skills
6.Peer work constructivist It was efficient and the students were always
Social learning interact more in collaborative activities because
by: Lev it give them the opportunity to develop their
Vygotsky communication skills, promotes thinking and
develops reasoning

MY PARTNER
7.1. Explore new constructivist The students were super excited because its an
plants in the Multiple outdoor activity, so they were enjoying looking
school garden intelligence to the plants in details and integrated into the
(Naturalist information I gave them about plants and
Intelligence) discuss together, which make it easier to
by: Dr. Howard establish the informations in their minds.
Gardner.
MY PARTNER
8.Asking hots Constructivist - End the end of the lesson I do ask students one
questions metacognition or two questions, to check if they understand
by:John H. the lesson, and the question is bite of tricky.
 Flavell
- During this part not all students were engage,
because they were in the last time of the class
and they start to feel they are done, especially
students with LA, MA , they want to get pack,
but HA students they were with me on that part
Praising good Behaviorist It was helpful and effective to get the
students positive positive required behavior, where she was
9. reinforcement Immediately praised the well behave
by: B.F Skinner
student which really increased probability
of outstanding behavior occurring again.
Top on that when she was pressing she was
mentioning the reason of pressing , to
make it effective pressing feedback

MY PARTNER
10.My MST way of - During my teaching practice I do observe my
delivering the MST, in many things.
lesson
- When she teaches students here way of
teaching is folk way, and do not have any
enjoyment in the lesson, moreover I notice that
she is not including in her lesson activities that
may aid student to extend their knowledge
which is important to have it in the lesson .

- Here teaching way it can be define as routine,

where students first have listen to her , and then
get start to the solving the problems questions
in their book. According to my observation ,
students feel board and lack of understanding in
her class, because her lesson is teacher based
and book , so they feel as a procure on them
and the consequence is lack of effort and lack
of engagement , specially between them and
their mind . The engagement doesnt referee to
be active in the class with the materials or with
their seat neighbor, but the first engagement
must teacher generates is mantle engagement,
and for that student will begin to establish other
factors of engagements.