Reflection Piaget

Teacher Reflection

The lesson I taught using Piagets theory was on subtraction across zeros.

This lesson presented disequilibrium for the students because they were unsure of

what they could do when they needed to borrow, but the number next door was a

zero. In order to allow students to accommodate this information I used

manipulatives to assist them. The students used base-ten blocks to represent the

bigger number. They then broke down that number by regrouping the tens and ones

to show how to subtract when you have zeros. After using the concrete base-ten

blocks the students drew out the base ten blocks and showed subtraction through

pictures. Finally, the lesson moved to numbers. I also taught other ways to solve

subtraction across zero problems i.e. take a penny box method.

I enjoyed using this method. I felt very comfortable with using this learning

theory. Piagets learning theory of creating disequilibrium and providing concrete

materials to aid in learning is something that is useful to many students. My

teaching style is very student-centered. Piagets theory allows for students to

explore their learning and create/edit their schemas. The lesson went over very

well. The manipulatives kept the students engaged, while allowing them to sort out

this new information in their schemas. Using concrete manipulative to help with

subtraction instead of jumping right into the numbers portion of it was a great way

to help those learners who need to know and see why. The base-ten blocks

provided that why answer. This fell well into Piagets theory about concrete

operational stage. Piaget notes that students, and even adults, learn much more
when the experience is hands-on. Using manipualtives provides that hands-on

experience to help make the students learning more meaningful.

The lesson continued to hold student engagement even after the use of the

manipulatives because of that disequilibrium. The lesson presented new

information, which required students attention. The new material was picked up

easily by most of the students allowing for great flow of learning. The learning

peaked students interest and allowed them to make their own discoveries with

subtraction. After teaching two other methods for subtracting students were eager

to test these methods out with other types of subtraction problems. With little

guidance from me, I had students test out their questions. This made the learning

more interesting for the students because they were questioning the material and

getting to work it out their own way.

There was a flow of learning in the lesson. The students worked out their

disequilibrium throughout the lesson. The beginning of the lesson flowed well into

the middle, which flowed well into the ending. The material and questioning built on

each other to take students through the process of equilibration. Students

eagerness helped keep the flow of the lesson. The manipulatives kept the lesson

flowing as well. There was less confusion from students I think because of the base

ten blocks. In previous years this skill was always harder to master. This year the

students seemed to pick it up very quickly. I will extend the lesson to continue to

assess students ability to subtract across zeros. I will reteach if necessary in small

groups working with base ten blocks again if needed.