Excerpt 10 Hearing Impaired Children
Excerpt 10 Description
This excerpt shows a PE lesson in a school gym with the teacher and TA at the front of the class. The children are arranged into groups of three on exercise mats. We are told that these children are arranged into groups of mixed ability.
The teacher holds up a red sign and says “Stop” and congratulates a child for doing the right thing. All of the children sit down on the mats. She then asks the class what they think a green sign would mean. Standing next to her is a TA who is signing to a small group of children at the front.
A girl then explains that the TA has to sign as they have children that are hearing impaired within their class. This girl is also signing. The TA explains that she is responsible for the hearing impaired children encouraging them to watch the other children yet feel reassured that they are safe.
Learning
Within this excerpt, the children are learning about working together as a team with other children. It also shows them working together with the TA. As well as the TA, the hearing children were helping the hearing impaired children by signing to them and ensuring they understood the …show more content…
By providing a stimulating environment with practical apparatus, the teacher has encouraged the children’s natural curiosity. She has also incorporated Vgotsky’s theory of socio-constructivism (ST3 p20) by encouraging the children to interact with each other. By structuring the lesson, she has acknowledged Vgotsky’s zone of proximal development (ZPD) of the children. This is the distance between ACTUAL development level (where the child can solve the problem with no assistance at all) and their POTENTIAL development level (what they should be able to solve after receiving guidance from a ‘more knowledgeable other’). The route to achieving the potential development level is called ‘scaffolding’ and was developed by Barbara
This excerpt shows a PE lesson in a school gym with the teacher and TA at the front of the class. The children are arranged into groups of three on exercise mats. We are told that these children are arranged into groups of mixed ability.
The teacher holds up a red sign and says “Stop” and congratulates a child for doing the right thing. All of the children sit down on the mats. She then asks the class what they think a green sign would mean. Standing next to her is a TA who is signing to a small group of children at the front.
A girl then explains that the TA has to sign as they have children that are hearing impaired within their class. This girl is also signing. The TA explains that she is responsible for the hearing impaired children encouraging them to watch the other children yet feel reassured that they are safe.
Learning
Within this excerpt, the children are learning about working together as a team with other children. It also shows them working together with the TA. As well as the TA, the hearing children were helping the hearing impaired children by signing to them and ensuring they understood the …show more content…
By providing a stimulating environment with practical apparatus, the teacher has encouraged the children’s natural curiosity. She has also incorporated Vgotsky’s theory of socio-constructivism (ST3 p20) by encouraging the children to interact with each other. By structuring the lesson, she has acknowledged Vgotsky’s zone of proximal development (ZPD) of the children. This is the distance between ACTUAL development level (where the child can solve the problem with no assistance at all) and their POTENTIAL development level (what they should be able to solve after receiving guidance from a ‘more knowledgeable other’). The route to achieving the potential development level is called ‘scaffolding’ and was developed by Barbara