Jasmine Group 1:Understanding the Potentials and Limitsof Jasmine’s Thinking• According to Piaget’s Theory, Jasmine has already acquired some

cognitive tools. What schemes (tools) might she be thinking with?

• According to Piaget’s Theory, Jasmine’s thinking is likely to be limited by not having acquired some tools. Use information from the first paragraph and her statements in the beginning of the second and fifth paragraphs to identify what tools may be limiting Jasmine’s thinking.

• From a Piagetian perspective, how might her identity as a non-native speaker affect her ability to understand / perform on these tasks?

Jasmine Group 2:Deconstructing the Task

• Jasmine’s class is studying simple machines – specifically wedges, inclined planes, and screws.

• According to Piaget what are the cognitive tools a fourth grade child needs to understand this task?• Object Permanence• Symbolic Thought• Conservation Skills

• Identity• Classification• Seriation• Amount/Volume

• From a Piagetian perspective, how might her identity as a non-native speaker affect her ability to understand and explore the lesson?

Jasmine Group 3:Deconstructing Pedagogy

• For this lesson, the teacher has implemented several pedagogies. Using Piaget’s Learning Theory or Developmental Theories, identify the rationales for these pedagogies. (Go beyond exploration)• Examining Picture Books• Experiments• Examining Metal Screws• Reading Books• Class Discussion• Assessing Students

• From a Piagetian perspective, when working with non-native speakers, what additional modifications might we need to make to these pedagogies?

Jasmine Group 4:Assessing Jasmine’s Understanding• At the end of the unit, Jasmine says: “Oh, I get it.” She can tell

and write that a screw is “an inclined plan wrapped around a core and give examples of inclined planes, screws, and wedges.”

• We often ask: Does Jasmine understand? But Piaget would ask us to transform the question to what does Jasmine understand? What tools did Jasmine acquire during the lesson?

• From a Piagetian perspective, how might her identity as a non-native speaker affect her ability to demonstrate her understanding?

Group 5: The Nature of Inquiry

• Consider changes in your thinking from the activities in class:• How did your thinking change about screws?• How has your thinking changed about Piaget?• What does it feel like to be in disequilibrium? To

resolve it?

• From a Piagetian Perspective, how do you make inquiry activities (a.k.a. “hands on”) work?

Jigsaw on Vygotsky’s Theory1. Review Model Reflection for Field Report #4. Reanalyzing

Voting Schema for Qualitative Differences (examples of applying both Piaget and Vygotsky).

2. Everyone Read Sections from Collins et al (1988) Cognitive Apprenticeship section.

1. All Read: Intro on Characteristics of a Cognitive Apprenticeship2. Group 1: Section on Reading. Find 1-2 videos that teach about

the concepts: Modeling & Reciprocal Teaching 3. Group 2: Writing. Find 1-2 videos that teach about the concepts:

Scaffolding & Coaching4. Group 3: Mathematics. Find 1-2 videos that teach about the

concepts: Scaffolding & Coaching. Articulation & Reflection.5. Group 4: End of the Article (A Framework for Designing Learning

Environments: Content, Method, Sequencing, and Sociology.”) Find 1-2 videos that teach about the concept of the ZPD