The And Non Living Things - 1413 Words

Because many students find history to be boring, I would make it more fun by making it a hands on activity. So if I were covering the MDE kindergarten history standard K-EI.0.1, â€Å"recognize situations in which people trade,† I would give each student a different object and have them practice their bartering skills (Standards, 2015). Since some students will not want to trade their items, it will be my job to encourage them to trade items anyway so that they can experience what it is like for people to barter and trade. My encouraging in this situation would act as the supporting act, helping students reach the goal of trading. Science is already a pretty hands-on subject for teacher to cover, however, since students, especially younger†¦show more content†¦Both Vygotsky and Piaget’s theories about how children develop cognitively, directly relate to a constructivist view of learning. Give 5 ways these 2 theorists relate to a constructivist view of learning. Be specific with examples. There are five ways in which Piaget’s theory of cognitive development and Vygotsky’s theory of the Zone of Proximal Development. The very first way that teachers can use these theories to teach constructively is by providing scaffolded instruction within the ZPD for their students (Snowman and McCown, 2013). In other words, a teacher must be able to assist children in achieving a goal that may be slightly too difficult for them to reach alone. An example of this would be if a teacher had decided that her class should do an experiment on how well plants grow based on the amount of water they receive, she could challenge her students to make a hypothesis about what they think will happen. This teacher could allow her students to individually plant their seeds and then guiding her students to predict or hypothesize what they believe will happen if one plant gets more water than another. This example directly correlates with Vygotsky’s idea of ZPD because the student s do not know how to use the scientific method for a science experiment, however, with the teacher’s assistance, they were able to fully complete it. A second avenue that educators can take when wishing to instruct constructively is by providing their students with