Grade 4
Eliot Elementary
by:
Omar Cavazos
Task 3: Conservation
I set up two sets of plastic beads side by side and then asked if they had the same
amount or one set have more? The student expectedly answered that they had the same and
then spread one set out and reset it. The student responded with You take any out. After I
asked the same question. With the two balls of clay, the student said they looked like they had
the same size and shape in both balls. I then asked the student to make a snake or pancake and
the student than proceeded to make a long snake with one of the balls of clay. I repeated the
original question of do they still have the same amount of clay between the two of them? The
student said yes, because they didnt take any away. The student displayed the concrete
operational stage because the student knew that even with the changes, that it didnt change the
actual amount of the beads or balls of clay.
Task 4: Combination Logic
The last of our tasks for the day. I printed out 5 one digit numbers( 2,4,5,7,9) and gave
them to the student in a little pile asked them to make as many 3 digit numbers as they could in a
minute, we were running out of time, and I would write them down. First, the student laid them
flat on the table and started with the 2 and then added the 4 followed by the 5. So the student
was going from the lowest number possible (245) up to the highest number they could think of.
When the minute was over and I asked the student if this is what they were doing. The student
replied with yes. I then proceeded to ask them why they chose to do it that way. The student
replied that this felt like the easiest way to make different numbers. With the approach the
student chose by choosing an orderly way to come up with numbers so the student can be
classified in the formal operational stage.
2.
a. Vygotskys zone of proximal development and the appropriate scaffolding
could help with the first task and could really apply to most students the
school systems. The student probably would not have learned much from peer
interactions because they only need exposure to the readings from the first
task. The student is very social with their fellow students. Gets along with
all of the students in the class is one of the higher achieving students in the
class and is often asked to tutor lower to middle achieving classmates. The
class is made up of students who are all from the same neighborhood, similar
backgrounds and socio economic status so it is easy for the student to relate to
their classmates.
b. According to Eriksons psychosocial stages, the student show that they the
Industry vs. Inferiority stage. The student is constantly being encouraged to
feel confident in their own goals and schoolwork. The student shows lack of
confidence and need to be approved by the teacher, which plays an important
part in the students growth. From what I have observed the last couple of
weeks, the student has no shown much of stage 5 (identity vs. role confusion).
I believe they are still a year or two from this stage because student still looks
for the approval on their parents and teachers.
3. According to Kohlbergs six stages of moral development, I would say that the
student is in the classification of conventional which is level 2. The student displays
social and gender norms while displaying a good attitude and not being affected by
the students who have a different attitude. I had observed that when confronted with a
situation where another student was being bullied by a classmate, the case study
student was the first to bring up what happened and tell me what happened. The
student explained that while it seemed that one student was the aggressor, which was
not the case as the student being bullied had engaged the bully earlier in the day by
provoking him with light physical jabs and verbal insults. The case study subject
knew that both the bully and student being bullied were one in the same and that the
consequences affected them both. The student understood the eye for an eye leaves
everyone blind concept but did not know the turn of phrase. So this showed me that
the student understood the authority and social order part of society. As far as
social norms, the student showed classic love of gender colors (blue for boy; pink for
girls) as well as making sure that they were a helper for the teacher so they would
receive praise from the teacher. Very high achieving and well behaved in the
classroom.