T.I.P.R.- Vygotsky

I have observed this teacher model Vygotsky's Theories of Cognitive Development on many occasions in his class, particularly with the use of the Zone of Proximal Development. The students are pretty self-sufficient with this teacher's classroom procedures, but it came with practice. I talked to this teacher about how he makes sure to ingrain the use of his classroom procedures, and he says they are always established by the 2nd week of school with little reminders whenever he feels they are needed. The students are expected to know classroom procedures and can perform them without any aid.

In one particular class that I observed, the teacher was introducing a new model of instruction. He explained to the class that they would be arguing for or against the American Revolution. With some scaffolding, the students learned that not everyone was in favor of America declaring independence from England and engaging in war for the cause. The teacher had some primary documents from early American colonials that argued either in favor or against America's war for independence.

The model of instruction introduced was the Academic Controversy model. He explained that the students were going to split up into their preassigned groups. Each side of the table would be assigned a side to take, whether for or against. He explained that each side would have time to read their documents. Each side would then take turns explaining and arguing for their position. The teacher made it very clear that the discussions were to be very polite and respectful. He also explained that after their initial turns, they would then switch positions and argue the opposite side.

He asked 3 other students to come to the front. They would model how this discussion was to take place, as the teacher participated in this demonstration. He showed the students how to respectfully listen to each person talking and how to ask or express rebuttals. The teacher also had each step of the process listed on the Smart Board so the students could reference the instructions any time they needed. The teacher explained that there would be time limits to presenting arguments and rebuttals.

The teacher walked around as the discussions were taking place and gave assistance and gentle reminders any time he felt some of the students were starting to get out of control. It was a great learning experience for the students. After class I asked the teacher if he planned on using this model of instruction again, and he said he would. He enjoys this model when the students get the hang of it. He also says that it really affects their learning in a positive way.  He also said that there were certain other class periods that this model of instruction may not be as successful in. He said that you have to know your students, adjust, and make sure to help them be successful in the ways that help them the best!

In observing this teacher, I've learned how to make sure my students are aware and knowledgeable of classroom procedures to the point where they can complete the task unassisted. Helping them learn through scaffolding and support to increase their Zone of Proximal Development will be an ongoing process. I will also need to know that there will be some things that will work with some classes and some that won't work with other classes. In this way, I will be aware of things that are out of reach. I also believe that some students will believe that there are things that they are unable to do, but for me to be an effective teacher, I can help them with a growth mindset. I will help them know that although they might not be able to do it now, if they continue to put in effort and hard work, they will be able to do it at some point.