Piaget TIPR
Accommodation and Assimilation
1) The lesson was about functional groups and how biologic molecules work. The teacher introduced disequilibrium by giving each table "ball and stick" packets and telling told them to make something using all the parts. This gave the students time to "play" with the subject material and use their Sensorimotor stage.
Then we got into the lesson and started learning about hydrocarbon molecules. Hydrocarbons act like the skeleton for biologic molecules. The "skeleton" example was to help students accommodate this new information since it can't really be assimilated into their prior knowledge. Once the students fully adapted this new scheme they could assimilate the rest of the biological molecules within hydrocarbon molecules.
2) I think the students needed more clear instructions on what to do with the "ball and stick" packets. The students were told to use all the pieces, but they were only supposed to use all the balls. Most of the bags had extra sticks, and I saw a lot of students who were unsure of what to do with these extra sticks. I think this fixed by removing at least 1 stick from every bag, or by simply saying, "Use all the balls".
Although the teacher intended the hydrocarbons to overarch all the other molecules, I don't think many of the students fully understood. I think dawing examples would have helped, and with each new molecule, you could draw the hydrocarbon core first. I also think drawing them out would have given more wait time for comprehension.
3) I think drawing things out on a whiteboard is a very good operation because it gives students more time to take notes and comprehend. Although power points are very useful, it is very easy to move through material too quickly. Often the teacher won't even notice the slight delay in time. In my classroom, I intend to draw things out not only to help comprehension but also so my students can see a visual representation.
In Science, visualizing and understanding math, models, and graphs is almost more important than speaking fancy science lingo.
1) The lesson was about functional groups and how biologic molecules work. The teacher introduced disequilibrium by giving each table "ball and stick" packets and telling told them to make something using all the parts. This gave the students time to "play" with the subject material and use their Sensorimotor stage.
Then we got into the lesson and started learning about hydrocarbon molecules. Hydrocarbons act like the skeleton for biologic molecules. The "skeleton" example was to help students accommodate this new information since it can't really be assimilated into their prior knowledge. Once the students fully adapted this new scheme they could assimilate the rest of the biological molecules within hydrocarbon molecules.
2) I think the students needed more clear instructions on what to do with the "ball and stick" packets. The students were told to use all the pieces, but they were only supposed to use all the balls. Most of the bags had extra sticks, and I saw a lot of students who were unsure of what to do with these extra sticks. I think this fixed by removing at least 1 stick from every bag, or by simply saying, "Use all the balls".
Although the teacher intended the hydrocarbons to overarch all the other molecules, I don't think many of the students fully understood. I think dawing examples would have helped, and with each new molecule, you could draw the hydrocarbon core first. I also think drawing them out would have given more wait time for comprehension.
3) I think drawing things out on a whiteboard is a very good operation because it gives students more time to take notes and comprehend. Although power points are very useful, it is very easy to move through material too quickly. Often the teacher won't even notice the slight delay in time. In my classroom, I intend to draw things out not only to help comprehension but also so my students can see a visual representation.
In Science, visualizing and understanding math, models, and graphs is almost more important than speaking fancy science lingo.
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