This document provides information about foundational theories of cognitive and social constructivism according to Piaget, Vygotsky, and Bruner. It also discusses counting principles and provides examples of activities to teach counting, fractions, shapes, area, and the scientific method. Specifically, it discusses:
- Piaget's theory of assimilation and accommodation in the concrete operational stage.
- Vygotsky's zone of proximal development and how learning occurs through shared experiences.
- Bruner's theory of scaffolding to support optimal learning.
- Six counting principles and examples of activities like counting in groups, with flash cards, backwards, and using dice.
- Using real-world examples like cutting
This document provides information about foundational theories of cognitive and social constructivism according to Piaget, Vygotsky, and Bruner. It also discusses counting principles and provides examples of activities to teach counting, fractions, shapes, area, and the scientific method. Specifically, it discusses:
- Piaget's theory of assimilation and accommodation in the concrete operational stage.
- Vygotsky's zone of proximal development and how learning occurs through shared experiences.
- Bruner's theory of scaffolding to support optimal learning.
- Six counting principles and examples of activities like counting in groups, with flash cards, backwards, and using dice.
- Using real-world examples like cutting
This document provides information about foundational theories of cognitive and social constructivism according to Piaget, Vygotsky, and Bruner. It also discusses counting principles and provides examples of activities to teach counting, fractions, shapes, area, and the scientific method. Specifically, it discusses:
- Piaget's theory of assimilation and accommodation in the concrete operational stage.
- Vygotsky's zone of proximal development and how learning occurs through shared experiences.
- Bruner's theory of scaffolding to support optimal learning.
- Six counting principles and examples of activities like counting in groups, with flash cards, backwards, and using dice.
- Using real-world examples like cutting
This document provides information about foundational theories of cognitive and social constructivism according to Piaget, Vygotsky, and Bruner. It also discusses counting principles and provides examples of activities to teach counting, fractions, shapes, area, and the scientific method. Specifically, it discusses:
- Piaget's theory of assimilation and accommodation in the concrete operational stage.
- Vygotsky's zone of proximal development and how learning occurs through shared experiences.
- Bruner's theory of scaffolding to support optimal learning.
- Six counting principles and examples of activities like counting in groups, with flash cards, backwards, and using dice.
- Using real-world examples like cutting
64426572 FMT3701 OCT/NOV EXAM Question1: 1.1.1) Cognitive constructivist: Theory Jean Piaget
Children construct through two processes of
adaptation which are assimilation and accommodation. Accommodation: the child makes changes from existing thought. Assimilation: the child adds new information to what already exists. Children in the foundation phase are in the concrete operational stage, they need to have experiences with concrete objects and hands on activities like to classify objects according to size, colour and mass.
Social constructivist: Theory Vygotsky
According to Vygotsky children make sense of their worlds through shared experiences and learning occurs in the Zone Proximal Development. The teacher builds the learner’s experiences and knowledge as they are learning new skills. Learners come to learning situations with already formulated ideas. The teacher must provide guidance through planned activities based on what the learners already know as their previous knowledge will form the basis for new knowledge they will create. Social Constructivist: theory of Bruner.
Learners learn actively engaging with their
environment but require assistance which is called scaffolding to enable them to learn optimally. Learners select and transform information using prior knowledge into pre-existing structures. Teachers will use scaffolding to support the learners in learning. Teachers must help children categorize new information in order to be able see similarities and differences between things. Learners are active and need to interact with their environment to develop cognitively. Teaching must be appropriate to the level of the learners according to the suitable difficulty. The environment should be set in a way that enables learners to engage with everything around them in their immediate environment. 1.2) 6 Counting principles: * Stable order principle * One-to-one correspondence * Cardinality * Order irrelevance principle * Movement is magnitude * Abstraction Question 2: 2.1) Counting in 3’s – The card only has 3 dots at each number so the child can grasp the concept of every 3 numbers 1 (***) 1x3=3. 2(***) they stopped at 3 now they count on 4,5,6 so 2x3=6…..and so on. Counting groups of 3 2.2) Using flash cards with hand signals corresponding to each number help them learn to count and to recognise the amount of fingers with the symbols. As these children learn the correct way to count on their fingers as well. 2.3) Counting backwards from 10- children learn to count from a big number to a small number which is a good skill to learn for subtraction. They begin at 10 and count backwards to 1. 2.4) Counting in 2’s – children learn to count in multiples of 2 in the semi-concrete level where they match the number with the amount of fruit on the picture, grouping 2’s in each picture. 2.5) Children make dice or use dice to learn the skill subitising. – meaning they learn to instantly see how many of an obeject there are. As they play with dice in throwing it and seeing what number is at the top they learn to recognise the amount.
Question 3: 3.1) It was Kimmy’s birthday, her mother brought a cake to school so everyone can celebrate. A Good way to introduce fractions would be today! Ask the children how many are we in the class today? Draw a circle on the board to represent the cake. Draw one line through the cake on the board and ask how many pieces are there? 2 pieces, so how many children would get a piece? Would it be fair? No. Draw another line to make 4 equal pieces and repeat the question and explain the answers keep going until the correct amount is reached and it’s fair everybody gets an equal piece. This example I used does not mean you have to wait until there is cake, it just means that this lesson would be memorable for the children and would make an impact. When using this module teachers should use things that are familiar to the children. Regional or area models: a thing or area that can be divided in to equal parts which should be everyday things children are familiar with. Using a fraction wall to show children how blocks are divided in to equal parts beginning simple one whole block, then the whole is divided now there are two pieces ½. Then 1/3 and so on. This is an example of Length models to explain fractions. Using peaches in the container of 6 they are sold in to explain fractions. Put 2 children in front of the class and tell them these peaches must be divided equally between these two children, then ask how could we divide them? Give one to jane and then one to Kate, one for jane and one for Kate, one for Jane and one for Kate, How many do I have left? None, How many did each child receive? 3 each so then did Ma’am divide them so each got half of the whole pack? Yes then 3 peaches would be equal to ½ of the entire container of peaches. It would help to draw this matter as well, but practical examples suit them better. This is an example of set models. This include a set of something like a number of objects to form a set of something. 3.1.1) number line : Growing patterns increase or decrease systematically. The number line will visually show the amount of increasing and decreasing happening in the pattern
3.1.2) bar graphs : Using a simple plain bar graph can
visually show up by how much and how the pattern is growing. This way we can observe how the elements within the pattern grows step by step. 3.1.3) Table: through using a table to show a growing pattern children are exposed to valuable learning experiences in seeing the pattern as it grows or shrinks.
Question 4: 4.1) 2. Triangular 1. Cube 3. Cylinder Prism It has 3 Each face is in rectangular It has 2circle a square faces and 2 flat faces shape triangular faces It has 12 9 edges (sides) 2 curved edges edges (sides) It has 6 faces 5 faces 2 faces (flat (flat areas) (flat areas) areas) It is a 3D It is a 3D shape It is a 3D shape shape It has 8 It has none It has 6 verticals verticals verticals (points) ( points) (points)
4.2) Area = length x width
Area = 10 x 6
Area = 60
Question 5: The grade 3 learners are on a special mission to conduct a report which shows the principle just how filthy our playground looks after each break. Lets begin with our step 1: Question generation: Why is our playground full of trash after each break? ( now children must write down possible answers) Do we have enough trash cans? Is the children unaware that trash must go in the trash cans? Step 2: Collect data: go count the amount of trash cans and check if they are big enough or is it emptied often. Step 3: Organise data: draw up a neat table and write down the findings there are 6 trash cans they are big and emptied everyday after school. Step 4 : represent data: write down possible causes for trash laying around. Step 5: anilise and interpret data: does it answer the question I asked? Step 6 : get the answer. Possible solution. Children are not throwing their trash in the trash cans, speak to the principle and suggest that the principle have a talk with the learners to keep the school neat and clean.
