Assessment 2: Case Study: Theory into practice scaffolding rubric – approximately 800 words
Choose ONLY between 3 and 5 concepts to observe per theory
Year Level observed: RECEPTION
Theory Key Concepts of the theory
Piaget’s Constructivist learning,
Cognitive developing schemas,
Developmen (assimilation/accommodation
t Theory /adaptation)
Equilibrium/Disequilibrium
Stages of dev –
Sensorimotor – N/A
Pre-operational: socio-
dramatic play, combination of
schemas, animism,
representations of reality,
categorising, egocentrism,
School: ST MARY’S COLLEGE
Evidence – what have you observed?
1.1-Educator provides the students with a play area and play props
so they can participate in socio-dramatic play.
1.2-Mentor teacher helps students develop schemas by providing
activities where the students must group certain information.
1.3-Disequilibrium was demonstrated by the mentor teacher as she
asked what the students knew about a certain topic then taught
what they didn’t know so they were learning additional
information.
1.4-Equilibrium was used when the mentor teacher made the
students do literacy activities. She sets up the same activities for a
whole week so by the end of the week it becomes general
knowledge.
How does this inform your teaching? E.g
classroom set-up, concrete materials, time
allocation, practices
These observations inform my teaching as
I will need to remember to test for prior
knowledge so that the children are working
in disequilibrium as this is when the
learning happens. I also observed that as an
educator I need to work with the students
in equilibrium to make sure that all the
students understand. Having a classroom
set up which includes a play area would be
very beneficial to junior primary year
levels.
 centration, non-transformation,
irreversibility
Vygotsky Social mediated learning,
More knowledgeable others,
Scaffolding
ZPD, Cultural values of
learning, Cultural tools, socio-
dramatic play, Language
(social, private, inner speech),
Behaviouris Classical and operant
m conditioning, Positive and
negative reinforcement
(schedules of reinforcement),
Punishment
2.1- Educator scaffolded students who struggled through tasks so
that they could complete them. This was demonstrated one on one
with the students rather than with the whole class.
2.2- The supervising educator provided extended and simplified
tasks for the students.
2.3- In the classroom, the supervising teacher had provided a
‘home corner’ with dress up and props so that children could be
involved with play.
2.4- The year 12 students were organised to be the receptions
buddies therefore they come down and help the students in areas
they struggle in.
3.1- The supervising teacher tends to point out people in the class
who are doing the right thing which gets the attention of all the
other students. For example, ‘I love how Bob is sitting on the
floor’.
3.2- The mentor teacher gives children A and B choices to choose
from. A is the correct choice and B is the wrong choice.
These observations inform my teaching as
to be able to constantly spend one on one
time with students I would need to have a
small class who could stay on task without
needing me to constantly remind them of
what the task is. I would also need to make
sure that I have tasks I can give the
students who excel or struggle. For
younger students, it would be ideal to set
up the classroom so they can have a play
area and find a buddy class who can come
and assist.
These observations inform my teaching as
it taught me new behavior management
strategies which could be used in the
future. I learnt about A and B choices for
the first time and I believe giving the
children and opportunity to make their
 Reciprocal determinism
Bandura’s Observational learning,
Social
Role-modelling,
Cognitive
Theory Attention, retention,
reproduction, motivation,
triadic reciprocal causation
(personal, social, behavioural
factors), self-efficacy, self-
regulation
3.3- Before the students are punished they get an opportunity to fix mistake right before punishing them gives
the situation. If they cannot do this the student is moved out of the
situation and put into another class for thinking time.
4.1- For literacy, the supervising teacher would read them a story
and the students needed to observe and remember what sequence
the story went in. she would then provide them with a task with
pictures of the book and the students had to put it in order.
4.2- The mentor teacher encourages students to read one more
page or spend 10 more minutes on the task which keeps them
motivated and persistent.
4.3- In the classroom there was a table set up with a clear top and
objects inside. Each day the mentor teacher would take one object
out or add an object. This tested the children to see if they had
observed and remembered what was inside.
4.4- The mentor teacher provided extended and simplified lessons
as she knew some of the students would find the original lesson
an opportunity for the child to reflect. This
would mean that in my classroom I would
have a display about A and B choices so
the parents and visitors could learn about
it.
These observations inform my teaching as
it provides me new strategies to test
observation skills and their memory.
Regarding setting up my classroom I
would need to make sure the students have
access to scissors and glue, have lots of
different tables in the classroom. As an
educator, it would be my job to provide
work that every student can do so for each
lesson plan I would need a more
challenging activity and a simplified
activity. The classroom would need to be a
comfortable and positive work
environment and I need to make sure that I
acknowledge students when they have
 easy or too hard. This allowed her to still teach in the curriculum done a task well to boost their self-
but kept each student on task. efficacy.

4.5- As the students are in reception the mentor teacher

acknowledges the students when they have done a task well or to a
high standard. This results in the child developing more self-
confidence.

4.6- At the beginning of the year the mentor teacher sat down with
the students and set classroom goals. There were goals such as ‘I
must read my reader every night’. By getting the students to set
their own goals it reinforces what they need to do and keeps them
motivated.

4.7- If the Mentor has set the activities at the right level the
students were engaged and often completed the task to a much
higher standard.

Attachment Relationships 5.1- The mentor teacher had created a strong relationship between These observations inform my teaching as
Theory Security her students and the parents/caregivers. I need to put in the effort at the beginning
Sense of belonging of the year to get to know my students and
5.2- The classroom had been set up so that it was a supportive and
Class climate their families. I will need to spend time to
understanding environment. Students had an area they could go
set the classroom up so there is a work
and calm down in and knew it was okay to not be okay.
area, a play area and a relaxing area. This

Erikson Initiative vs Guilt (3-6) – make
believe play, ambition,
responsibility, free exploration
Industry vs Inferiority (6-11) –
cooperation, goal directed
learning, opportunity to
achieve success
Bronfenbre Nested environments
nner's Bio- School context
ecological Parent/teacher relations
Systems Child/teacher relations
Theory Cultural values of learning
(curriculum)
Government initiatives and
laws
5.3- The mentor teacher decorated the classroom with the students
work. This made the students feel like they had achieved
something positive and made it their own space.
6.1- Educator provides the students with a play corner and props
so they can interact in make believe play during free time.
6.2- The educator makes the students pack up the play area
themselves, puts lunchbox in the crates and brings home folder
inside as this creates responsibility.
6.3- Three times a week the students participate in table activities.
The classroom goal is to get to every table activity which provides
goal directed learning and cooperation.
7.1- As it’s a reception class the mentor teacher has made a safe
corner with bean bags and pillows so children can cool down or
have a conversation when they aren’t okay.
7.2- The mentor teacher has built positive relationships with the
parents/caregivers and have constant meetings and can be
contacted to email about any issues. As well as having a strong
relationship with the students.
way the student will know where to go
when they are feeling certain ways.
These observations inform my teaching as
when I am setting up the classroom I need
to make sure that I provide areas for the
children to engaged in as well as having
lots of learning space. Finally I would need
to create a daily routine with responsivities
for each of the students to complete daily.
These observations inform my teaching is
to set up a supportive classroom and
explain to the students that it’s okay if you
are not okay and give them a space to go.
As the teacher, it is my responsibility to
make strong and positive relationships with
the students and the parents/caregiver. This

Information Short term memory: sensory
Processing register, attention
Theory
Working memory: focus,
processing, rehearsal,
cognitive load
Long term memory: transfer,
storing and recalling
information, reconstruction,
meaning
Memory deficits (special
needs)
7.3- The mentor teacher must teach the students Christian studies
which provides cultural values.
8.1- In the classroom there was a table set up with a clear top and
objects inside. Each day the mentor teacher would take one object
out or add an object. This is used in the classroom to work the
children up through the sensory memory to short term/working
memory.
8.2- The mentor teacher used jolly phonics for the students to learn
their sounds. Each sound had an action that they had to remember
as well. The mentor practiced this with the children so that they
could store it in their long-term memory.
means I need to provide them with a way
of contacting me which I can check daily.
These observations inform my teaching as
my classroom will need to be set up so that
there are activities to help children develop
their memory. I could also use resources
with my class such as jolly phonics to help
store it in the long term memory. rhymes
and songs are easy for children to learn and
remember so these should be incorporated
in daily learning.