Teacher Reflection Piaget
Teacher Reflection Piaget
Teacher 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
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
I enjoyed using this method. I felt very comfortable with using this learning
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
The lesson continued to hold student engagement even after the use of the
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
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
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