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

Subtract one digit Vygotsky The high-level students they were interested to
numbers. do the activities.
Teacher will let the (Constructivist)
students work in pairs
to share and use Learning is a
manipulative tools social activity
using blocks and The low and some of the medium student there
counters. were facing a problem between adding and
subtracting.

Add 10 more and take Constructivist

10 less. Some of the students wasn’t on task because
Teacher provides for Manipulative they feel it was too hard to solve the question
them tools for the reconstruct using hundred chart.
activities like hundred information
chart.

The students were feeling excited and interested

Behavior Skinner to complete the activity because the class dojo
Add two digit numbers encourage them to do the work and get the
Students will add one positive point.
digit number using punishment
ones and tens
My teacher use class
dojo to manage the
student behavior.

Punctuation mark Behavior Skinner

The student was very happy about the idea at it
Students will Positive /Negative was a new strategy that the teacher use for
recognize between the punishment them, they become more excited when they see
end punctuation mark their name label in the wall with their own chart,
and how to use them and quieter afraid to take point from their chart.
in the right way.
Teacher gives the
students point into
their chart name for
students who do the
work correctly and if
they don’t do the work
she will take appoint
from them.

Comparing numbers Constructivist

(more than, less than, Abstract Student was doing their work on task, and share
equal too). reasoning ability & the materials together.
I provide for each level to generalize from
concrete tools. To help the concrete
them learn in their increases
activities.

Learning water cycle Bruner

Teacher use pictures The information is Student face difficulty by knowing the steps of
to show the student stored visually in the water cycle.
and explain to them the form of
how the cycle goes. images
Online game, the teacher Using The student was engaged to involve in the game
plays with the student manipulative and that will help them to show what they learn
online game at the end
materials and from the lesson.
of the lesson.
games
Zoltan dienes

ZPD The students work in different group according

Coloured groups Zone of proximal to their level and the teacher observer and work
differentiation groups development with each group with what they need

“Lev Vygotsky

Using model to add VAK Learning style The students were engaged because they look at
and subtract different arrays and pictures at the first time of
(Visual, Auditory
the lesson then they listen to the teacher about
and kinaesthetic)
how to solve the questions after that they use
their hand to create different arrays with
different objects.

Adding activity
The student solves
adding and subtracting CPA The student was engaged to solve the question
problems using cubes to with using objects and drawing rather than write
know how to add and (Concrete,
the answer in the sheet.
then write the answer by pictorial and
draw it. abstract)