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

2. ConstructivistMani Some of the students wasn’t on task because

Add 10 more and pulativereconstruct they feel it was too hard to solve the question
take10 less. Teacher using hundred charts
provides for them tools information
for the activities like
hundred chart

3. Add two digit positivepunishm encourage them to do the work and

numbers Students will
add one digit number
ent get the point
using ones and tens My
teacher use class dojo
to manage the student
behaviour
 4. Behaviour Skinner The student was very happy about the idea at it
Punctuation mark Positive /Negative was a new strategy that the teacher uses for
Students will recognize punishment them, they become more excited when they see
between the end their name label in the wall with their own chart,
punctuation mark and and quieter afraid to take point from their chart
how to use the min 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.

5. ConstructivistAbstr Student was doing their work on task, and

Comparing actreasoning share the materials together.
numbers(more than,
less than, equal too).I ability &to
provide for each level generalize from
concrete tools. To help the concrete
them learn in their
activities. increases

6. Bruner Student face difficulty by knowing the steps of the

Learning water cycle The information is water cycle
Teacher use pictures stored visually in the
to show the student form of images
and explain to them
how the cycle goes

7. Online game, the Using manipulative ma The student was engaged to involve in the game
teacher plays with terials and games and that will help them to show what they learn
the student online Zoltan dienes from the lesson.
game at the end of
the lesson

8. Coloured groups ZPD The students work in different group according to

differentiation Zone of proximal their level and the teacher observer and work with
groups development each group with what they need
“Lev
Vygotsky
9. Using model to VAK Learning style The students were engaged because they look at
add and subtract (Visual, Auditory and different arrays and pictures at the first time of the
kinaesthetic) lesson then they listen to the teacher about how to
solve the questions after that they use
their hand to create different arrays
with different objects.

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