In my field experience in an elementary school classroom, I have seen the teacher use adaptation when teaching writing to her students. She taught them the writing process by drawing on the information they'd attained from the outside word, specifically Lagoon. She assimilated their prior knowledge into a current, collaborative assignment about their experiences at Lagoon. One of the ways she accommodated the assignment for one of her students who hadn't been to Lagoon was to help him to recall experiences at another amusement park so that he felt like he could participate in helping with an assignment about a place he hadn't been to before. In a resource class, the students are already in a state of disequilibrium, not being able to understand and assimilate new information. The teacher was so good at bridging the gaps in the student's learning by teaching with bringing in pertinent prior knowledge and concepts with new content.
The students all had needs in these areas to varying degrees because it was a resource classroom. I believe that the teacher should continue to teach the students who struggle with disequilibrium and assimilation with the content they are being taught. Equilibration should be a common goal among teachers so that all students can find balance and can keep developing and growing within the world around them.
When I taught a mini lesson to the students in the class, I was very aware of the challenges that each student struggled with and I did my best to tailor my instruction to their academic needs. I adapted the content of the math lesson and I tried to use equilibration to help each student understand the multiplication problems we were working on. I assimilated previous content the students had been taught to the new content I was focusing on. I believe the lesson was a success and that the students were able to increase their knowledge of the math curriculum that I taught them.
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