Vygotsky TIPR

1. I am doing my observations in the pre school class that I work in. It is an autism preschool class. In this class every student is so different in what they can and can't do. We have some 4 year olds that can read up to 2nd and 3rd grades vocabulary and some that can't even match their colors yet. In this situation the teacher is most often the MKO, occasionally we use our peer models as the MKO, but in most situations we uses teachers. Teachers will model exactly what we want the students to do by pretending to be a teacher/student pair, or just a teacher showing the preschooler what to do. To find the ZPD the teacher works with the student one on one and gives a lot of reward (token economy) to students when they are able to complete a task. We also do a lot of observation to find out the ZPD with students. We look at what they do well with, even just in play, and then at what point they get frustrated and that is how we know what we need to work on with each student. We watch for signs of students internalizing things going on around them, we look for private speech, and how well they play. One thing we also do to help Scaffold students is to give them "easy" activities that they are for sure able to succeed at first and then slowly get a little more difficult and into the new task that they will be learning in their ZPD.

2. Being in a special education class, we use a lot of different cultural tools and signs. We allow students to do some things according to how they do it at home. With some students we use some words in other languages that they use at home. (Agua for water). We also allow students to express things in different ways. We have students who are non verbal that will use picture cards to communicate, some who use sign language and others who are able to speak, but at different abilities and they all just communicate to the best of their abilities. We also help to mediate the students by teaching them how to react to situations so that they can best learn how to behave and succeed in them during other times of their lives.

3. When teaching a mini lesson in this class, I would allow plenty of time for play with the supplies or related items to the lesson. I would also make sure that I left enough time for the students to process what they needed to do. I would scaffold a lot of my lesson to start out with simple easy things they can succeed in and then get a little more tricky.

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