DO94 Task 1
A.
Video #53
Observing and Measuring the Weather
1. In this second-grade class, the teacher has the students use
thermometers and windsocks to measure the weather. The
students learn by using these tools and their surroundings to
help build their knowledge through hands-on activities.
2. This is an example of applying Piaget’s theory because
Piaget believed in interactions. The 2nd graders interact with
tools in the classroom to help them understand the concept,
not just read or be told the concepts.
B.
Video # 238
Using Discourse to Support Student’s Understanding of
Multiplying Fractions
1. In the middle school video, one learning barrier I observed
with this 6th-grade classroom was that the students didn’t
seem to understand fractions and multiplication—the
students at the fact that one half is equal or if it differs
based on different-sized objects. That being said, the
students being in the Concrete operational stage of cognitive
, development and they are just starting to think more
logically.
2. The teacher was using Behaviorism Learning Theory in this
video. He started by asking students individually if their
objects were the same regardless of the other sizes, such as
cookies or pizza. He also asked if they thought one-half
equals one-half. He then gave examples in the real world,
like using money and letting them know that a 10-dollar bill
and a 100-dollar bill cut in half are not the same. He
encouraged the students to share ideas. He helped them to
think more critically and understand the differences in the
concept and understanding by breaking down an example of
multiplying fractions to the students.
C.
Video # 1134
Participating in structured academic Controversy Debate
about the Elgrin Marbles.
1. In this 10th-grade classroom, the teacher has her students
evaluate arguments for a debate about preserving marbles.
She asked a student named Mallory,” “So What do you have
to say to that, Mallory?”. She urges Mallory about the
marbles and how they are preserved in Greece. Now
Mallory must Evaluate the British museums in Greece. She
then can analyze the artifacts regarding Bloom Taxonomy,
where the teacher applies higher-order cognitive Processes.
2. This applies to Bloom’s Taxonomy because it requires
students to use critical thinking. It uses all levels of cognitive
skills, from simple to complex. It helps the students think
A.
Video #53
Observing and Measuring the Weather
1. In this second-grade class, the teacher has the students use
thermometers and windsocks to measure the weather. The
students learn by using these tools and their surroundings to
help build their knowledge through hands-on activities.
2. This is an example of applying Piaget’s theory because
Piaget believed in interactions. The 2nd graders interact with
tools in the classroom to help them understand the concept,
not just read or be told the concepts.
B.
Video # 238
Using Discourse to Support Student’s Understanding of
Multiplying Fractions
1. In the middle school video, one learning barrier I observed
with this 6th-grade classroom was that the students didn’t
seem to understand fractions and multiplication—the
students at the fact that one half is equal or if it differs
based on different-sized objects. That being said, the
students being in the Concrete operational stage of cognitive
, development and they are just starting to think more
logically.
2. The teacher was using Behaviorism Learning Theory in this
video. He started by asking students individually if their
objects were the same regardless of the other sizes, such as
cookies or pizza. He also asked if they thought one-half
equals one-half. He then gave examples in the real world,
like using money and letting them know that a 10-dollar bill
and a 100-dollar bill cut in half are not the same. He
encouraged the students to share ideas. He helped them to
think more critically and understand the differences in the
concept and understanding by breaking down an example of
multiplying fractions to the students.
C.
Video # 1134
Participating in structured academic Controversy Debate
about the Elgrin Marbles.
1. In this 10th-grade classroom, the teacher has her students
evaluate arguments for a debate about preserving marbles.
She asked a student named Mallory,” “So What do you have
to say to that, Mallory?”. She urges Mallory about the
marbles and how they are preserved in Greece. Now
Mallory must Evaluate the British museums in Greece. She
then can analyze the artifacts regarding Bloom Taxonomy,
where the teacher applies higher-order cognitive Processes.
2. This applies to Bloom’s Taxonomy because it requires
students to use critical thinking. It uses all levels of cognitive
skills, from simple to complex. It helps the students think
