Essay The Level Of Development Of The Fifth Grade Room

Essay The Level Of Development Of The Fifth Grade Room

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1. Most of the students that I personally work with in the fifth grade room are at the level of development that I would deem Actual Development. This is where I would expect them to be with their age in consideration, they children are at the age of adolescence where their brains start to work in different, more complex ways of thinking. These students don’t have a hard time solving problems on their own, actually most of the time they solve them in better ways that I personally think of. I think that this is mostly due to the fact that they are fairly brushed up on the knowledge that we are tapping into, for example they all learned fairly recently about dinosaurs and the last time I learned about dinosaurs was when I was their age, some time has gone by. When we were digging up dinosaurs several of the students that I work with were able to identify what type of dinosaur they had been given by the way their feet looked. These students are all very smart kids, something that I believe to be very apparent given that they are involved with HYA in the first place. The knowledge that they bring to the table with them every day in class are things that most mentors wouldn’t even think of. I would venture to say that most of these students are so far into their active development that they are close to reaching the next level, if they haven’t already. These students are excited to be here and it shows through their work and the ways that they solve the problems presented to them. There are a couple students however, that despite their excitement and previous knowledge they still need a little help a friendly nudge if you will. I would classify these students as being in the Proximal Development stage. There is absolutely nothing wro...

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...t, they had both been involved in a similar experiment at their regular school so they already knew what was going to happen. Because I knew that they weren’t getting much out of it I used a scaffolding technique to prompt further learning, I asked them provoking questions. Now the group that was right next to them that I was also working with was a couple of young men that had never worked with chemicals before and were slightly scared. I knew that I couldn’t simply ask those students the same questions and expect them to learn anything so I helped them with the directions and pointed them in a way that caused them to think in a shallower way. By the end of the day I was able to help those students understand more of what it meant to conduct a chemistry experiment and even ask them thought provoking questions that prompted them to learn on several different levels.

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