Teaching Idea Portfolio

Allison Mastine, Tatiana Julien, Jessica Paolino, Phoebe Phua, Sara Pincin
EDPE-300-001: Educational Psychology
Dr. Camelia Birlean
McGill University

1. Teach a Friend
This particular idea focuses on the strategy of peer tutoring, which falls under Vygotskys
theory of Cognitive Development. This strategy is defined as students helping one another learn
materials, often times a more skilled peer will be paired up with a weaker one during this
procedure (Bowman-Perrott et al., 2013). Peer tutoring in education has been attributed with
numerous benefits in areas such as reading, math, social studies, science, general education
classrooms, resource rooms, and self-contained classrooms (Bowman-Perrott et al., 2013).
Additionally, it has been noted to be significantly helpful for coded students with disabilities and
effective for both elementary and high school students (Bowman-Perrott et al., 2013).
Specifically, research has demonstrated that this strategy can positively benefit students
academic performance and encourage students to understand others ideas (Greenwood et al.,
2001). It was also noted that peer tutoring improved students mastery of class subjects. In
particular this study focused on English curriculum, and over time this strategy contributed to the
mastery of areas such as vocabulary and spelling (Greenwood et al. 2001). As a result, peer
tutoring is highlighted as an effective way to promote students mastery of school subjects.
When applying this strategy in the classroom, it can particularly be used for elementary
mathematics. In any class, there will always be students who complete their work quickly, and
those who experience difficulty. In this case, the idea called Teach a Friend can be significantly
beneficial in elementary classrooms, specifically in grades three to six. It is the teachers role to
strategically prepare a list in advance of who should be paired up together depending on their
strengths and weaknesses. The teacher will explain the math lesson to the students and
emphasize the most important key concepts. For example, if the instructor is teaching a chapter
on fractions, they might ask the students to explain what a fraction is using a concrete example,

and the definitions of a numerator and a denominator after the teacher completed their lesson,
they will assign the partners, and students will have time to teach each other what they have
learned and understood. This activity lets one peer explain the lesson and then the other does the
same, and in total this procedure should last approximately ten to fifteen minutes. After the
activity is completed, the teacher can regroup and form a discussion regarding what the students
learned from each other.
1. This idea was first thought of on October 14th 2015.
2. Jessica suggested the idea.
3. The original idea revolved around students choosing their own partner. However, as a
group we realized that it would be rather beneficial if the students were strategically
placed in groups according to their strengths and weaknesses.
4. The psychological foundation of this idea is based on peer tutoring.
5. The main rationale was taken from the textbook Principles of Educational Psychology
from Chapter 2: Cognitive and Linguistic Development. In particular, Lev Vygotsky
supports this strategy.

2. Who is Your Role Model?

This idea is based on the strategy of modelling deriving from the Social Cognitive views of
learning. The term modelling, according to Albert Bandura means, A considerable amount of
learning takes place through a process [modelling] in which children learn behaviours, attitudes,
values and beliefs by observing others and the consequences of others actions (Sanderse, 2013,
p.28). This strategy is also noted to play a significant role in moral education and shape moral
behaviors. Role modelling is specifically indicated to help develop a sense of character in
students. Additionally, Bandura also views modelling as a type of cognitive process where
students cognitive skills become stimulated (Sanderse, 2013). Therefore, students should be
looking up to role models who provide good examples for them. Some may include live models,
for example their teachers, parents, family members, and friends or symbolic ones such as
characters illustrated in movies and books, historical actors, famous actors, etc. In particular, it
has been noted that parental behavior is one of the most significant types of modelling for
children (Garmiene et al., 2006). It is important for parents to engage in appropriate behaviors
around their children as they often times look up to them as their role models. However,
Garmiene et al. (2006) highlight the negative effects of childrens behavior as a result in being
surrounded by negative behaviors from their parents. After further analysis, the researchers
discovered a correlation involving the behaviors of parents and their children. It was noted that
children who later began to smoke and drink excessive amounts of alcohol were positively
associated with their parents behavior, who also smoked and consumed alcohol on a regular
basis (Garmiene et al., 2006). As a result, this research highlights the idea that children perceive
their parents as role models, and that they should make the best effort to promote positive
behaviors for their children.

When applying this strategy in the classroom, it can be used for a lesson of English Language
Arts. The main purpose of this activity is to ask students to identify someone they perceive to be
a role model figure and highlight the qualities they possess in order to be one. This modelling
activity can be used for any grade level from kindergarten to grade six, however the lesson must
be adapted or changed depending on the particular age groups of the children. For example, if
this activity would be presented to a fourth grade class, the teacher can incorporate both an oral
and written component. First, the teacher will explain to the students what a role model is by
applying the concept of modelling. Then the teacher can ask the students to bring in a picture of
their role model and write a journal entry indicating how this individual inspires them and the
positive attributes they possess. Following the journal entry, the students can then prepare an
informal type presentation where they can gather around in a group and talk about their chosen
role models. Through this lesson, students will learn more about the concept of modelling and
express themselves through verbal and written communication.
1. This idea was first thought of on October 21, 2014.
2. Jessica suggested this idea.
3. The original activity only involved a written component where students would write
about their role model. However, as a group we realized that it would be significantly
beneficial if the students would form a discussion by presenting their role models to each
other. Therefore, they will each learn more about positive behaviors that they can model.
4. The psychological foundation of this idea is based on modelling
5. The main rationale was taken from the textbook Principles of Educational Psychology
from Chapter 8: Social Cognitive Views of Learning, mainly supported by Bandura.

3. Scaffolding
In Ms. Jones second grade classroom, she is introducing a new book to the class. The
students are just starting to expand their vocabulary knowledge. In order to ensure that all
students will be able to read and comprehend the story, Mrs. Jones pre-teaches some vocabulary
words. She begins by showing some words in picture format to allow the students to come up
with the word from their existing knowledge base in relation to their interest. Followed by a
group discussion for students to share different meaning of the same word and Ms. Jones
providing analogies of the words. Therefore, through interactions with their classmates, students
will start understanding that one word can have multiple meanings. Then, Ms. Jones provides the
students with a matching game where the students have to pair the picture with the correct word.
Now the students have gained new knowledge with the help of Ms. Jones. Once they are
assigned the reading of the book, the students will have confidence in their ability to read the
book and their reading comprehension will improve. Of course if any questions should arise, Ms.
Jones provides support until the child is able to read on their own.
This idea was brought forth by Sara on October 21. The idea began as Vygotskys theory
on zone of proximal development. However, after discussing with our staff committee we
thought that the zone of proximal development fits best as the concept of scaffolding.
The process carried out by Ms. Jones, is an example of scaffolding. Scaffolding as a
teaching strategy originates from Vygotskys theory and his concept of the zone of proximal
development. He believed that a teacher or a more skilled person should provide enough support
needed by the student until the new the task is successfully accomplished. There are many ways
in which teachers can provide support mechanisms for their students. Ms. Jones decided she

would divide the complex task which is this case was reading the story, into smaller simpler
tasks by teaching the vocabulary words.
Learning through scaffolding can be achieved mainly through social interactions with the
teacher and classmates. Vygotsky believed that cognitive growth occurs through assistance and
guidance. Therefore, scaffolding provides the opportunity for peer-tutoring and learning. The
learner is an active participant in their learning, thus scaffolding enables students to concentrate
and stay on task (Bliss, Askew, Macrae, 2006). Teachers mostly help students stir in the right
direction, teachers will scaffold one area of the complex task which will allow the student to
move towards a general concept existing in their schemas. With more scaffolding by the teacher
and peers students will be able to achieve the complex task (Bliss, Askew, Macrae, 2006). When
incorporating scaffolding in a classroom, the teacher became a facilitator of knowledge rather
than the dominant expert, which will create a community of learners. The finding by RojasDrummond and Mercer strengths Vygotskys theory that through social interactions and teacherled discussions children will enable them to become independent learners (2003).

4. Motivation
In Ms. Smiths fifth grade class, she is assigning a book report. Ms. Smith will go over
the guidelines and the grading rubric that her students and herself created together to ensure
students are aware of their expectations. For this book report she is allowing students to choose
from a variety of forty books that are challenging and interesting for her students. She will ask
her students to present the book report, however students can choose from a variety of methods
to hand in this book report. They can chose from a written book report, an oral presentation, a
play, or any other way they would like to present their book. By allowing students to choose their
book and the method of delivery it allows them to pick something that interests them which will
motivate them to want to read and complete the assignment. Also, knowing that the students can
accomplish reading a challenging book especially one that interests them will increase their selfefficacy and their self-determination.
This concept was brought forth by Sara on October 24. The original concept of
motivation was broad and therefore as a group decided to focus only on intrinsic motivation
because it is what we as future teachers aim to nurture in our students.
As found in the textbook, intrinsic motivation allows students to use other effective
learning strategies such as elaboration and critical thinking seeing as they are interested in their
learning and can stay on task (Larson & Rusk, 2011). When intrinsic motivation is fostered in the
classroom by presenting challenging situations it enhances their learning experience.
Interestingly enough it is believed that if the teacher has high intrinsic motivation, then their
students will also be intrinsically motivated (Lam, Cheng & Ma, 2008). In order for a teach to
intrinsically motivate students, they must presenting challenging work to students, integrating
real-life signicance with students learning activities, stimulating students curiosity in the

learning tasks, acknowledging students efforts, and providing useful feedback to students (Lam
et al., 2008, p.574). This activity also allows students to take control of their learning and the
teacher being once again a facilitator of learning. It is also helpful when teachers link classroom
material to students short and long term goals. Motivation helps students be the best they can be
and therefore as teachers we can help them achieve their goals.

Whats
5. Whats Up? Elaborative Rehearsal

Up?

Mrs. Smith is a grade five English Teacher. As the students are slowly looking into their future
careers, and questioning what jobs are out there; Mrs. Smith takes the opportunity to explore the
job market, and how they have changed or evolved.
Throughout the school year, Mrs. Smith divides material into units. Within those units, there
are different chapters. She gives several lectures, where a lot of information is acquired, as well
as designated time for group work, where students can work together to better understand the
material.
As technology quickly advances, Mrs. Smith finds that her teaching approaches change as
well. She decided to take the opportunity to introduce a new method of rehearsal in preparation
for the test. This new method involves an interactive application, Whats Up? in which
students can download on the school tablets for free. The Whats Up? application is similar to
the interactive game of charades, where students act out a listed term, however, this application is
different in the sense that students are allowed to talk, and are asked to describe the term, and
elaborate on their knowledge of the term. What is
interesting about this application is that the teacher has
full control; she has the ability to create decks which
are different subject areas. In this case, Mrs. Smith
created 6 decks, Vocabulary, 17th Century, 18th Century, 19th Century, 20th Century, and 21st
Century, which represent a different chapter within the unit. In
each deck, there are listed terms, such as Farmer, where
students have to explain the job during that time period.

The Whats Up? application is designed for groups, therefore, Mrs. Smith makes up the
student groups herself, knowing the level and behaviours of all the students. Mrs. Smith designed
her decks by chapter, however, within the deck there is a level, from beginner to expert. This
allows for students to master the basic knowledge of that chapter, and improve their knowledge
and understanding. Mrs. Smith has the capability to monitor the application, to get immediate
feedback and results from the groups. She has the ability to see what terms and concept are not
successful as others, and what material she may need to review before the test. There is no limit
to how many times the groups can re-play the deck, and this becomes useful for students who are
struggling with certain topic areas.
1. This idea was first entered into our teaching idea portfolio on October 28th, 2015.
2. Allison was the first to suggest this idea.
3. The original version of the Whats Up? application was a game that students could play
to help learn the material through interaction with others. However, after discussion within
the staff committee, we evaluated the application, and how it could be used as a method of
rehearsal both individually, and in groups. The application also allows for students to
elaborate and improve oral reasoning. Due to the fact technology is always changing, this
application is not designed for a specific age level and that is where the teacher can make
this activity his/her own by creating the materialized decks.
4. This idea was based on the effectiveness of rehearsal as a learning strategy; in addition to
how rehearsal is used in different methods in ones learning process. Throughout the
elementary school years, the role of talk in learning is very important. Vygotskys
perspective on language is central to learning and the interrelationship between thinking,
talking and learning paramount; the process of verbalizing gives substance to thinking.
(Myhill. D., & Jones, S., p. 266.) Through communication with others, students can
formulate their thoughts, shaping their ideas and reformulating their thinking and

understanding. This communication through interaction and feedback allows for students
to reflect through talk. Vygotsky believes that learning appears on two levels,
interpsychological, which occurs between peers, and intrapsychological, which occurs
within the child. (Myhill. D., & Jones, S., p. 266.) By creating classroom environments
where students can discuss and collaborate about a subject, can increase the development
of their writing and better their understanding of the topic.
5. In order to process new information, students require cognitive elaboration in which they
receive by engaging in instructional activities and learning situations. (Vaughn, S, et al.
2013) In order to process and make sense of incoming information, student learners must
use metacognitive elaborative rehearsal. In the Information Processing View of Cognitive
Development, the method of rehearsal has an effect on ones memory and the information
that is later stored in the long-term memory. (Ormrod, J., Saklofske, D., Schwean, V.,
Andrews, J., Shore, B, p. 29) As suggested, the method of rehearsal should be used as a
last resort, however the Whats Up? application allows for students to elaborate on what
knowledge they have acquired on the topic.
The Whats Up? application is considered an instructional interactive, which includes
web resources and applications that present quizzes and games to provide immediate
feedback. (Pitler, H., Hubbell, E., Kuhn, M., pp. 49) Through this process, students get
feedback on which topics they will need to focus their studying on, and the results they
receive on the activity, reflects their knowledge of the topic. Studies have shown that
bringing games and simulations into K-12 classroom[s] positively affects student[s]
motivation, retention, transfer, and skill level. (Pitler, H., Hubbell, E., Kuhn, M., pp. 49)
Students tend to be more motivated and interested in learning if that means the process of

learning is amusing. Students get to actively engage in the content with peers, and interact
with new approaches to learning.

6. Peacemaker Activity
In the kindergarten class, there are always conflicts during playtime. Ms. Smith finds that she is
always intervening and hopes that her students can learn to mediate and help their peers in
solving conflicts. She realized that her students needed to learn conflict management strategies
and hopes that they can acquire effective communication skills when resolving conflicts.
In order to achieve this goal, Ms. Smith created the idea of assigning two students to be
peacemakers during playtime. They will wear a peace sign lanyard during playtime and their role
is to attend to conflicts that arise during playtime (with the exception of physical conflicts or
urgent matters that require the teacher to handle). When mediating in conflicts, the peacemakers
will have a booklet attached to their lanyard, which contains simple strategies to help their peers
solve conflicts. In the little booklet it will contain strategies and choices to guide the peacemaker
and students to solve the conflicts. The strategies are: 1. Peacemaker asks, What happened; 2.
Students tell how you feel and why (I feelbecause...); 3. Think of possible solutions together
(We could) and 4. Agree on a solution. During step number three, Children can refer to the
booklet to brainstorm feasible strategies. The choices include: Wait and take turns, trade toys, say
Please Stop, take deep breaths to calm down and go to another game. The peacemakers will
facilitate this process of conflict resolution and approach the teacher if they cannot resolve the
problem. If the conflict is not resolved, at the end of playtime, Ms. Smith will address the
problem to the class and they will brainstorm solutions and learn to solve conflicts together.
1. This idea was created on the November 4 2015.
2. Phoebe first suggested the idea.
3. The initial idea was just assigning children to be peacemakers but was later changed to
include problem-solving strategies to guide students to resolve conflicts.
4. The psychological foundation of this idea derived from Peer Mediation (Woolfolk &
Margetts, 2012). It states that by learning mediation strategies to resolve conflicts,

children learn effective communication skills that can be applied in both home and school
settings.
5. According to Oosterlinck and Broekaert (2003), Children learn about negotiation
through six actions: Describing what you want/feel, expressing why you feel as you do,
acknowledging others perspectives, looking for solutions and choosing the best solution
and put it into effect (pp.222). Having children mediate is effective for learning conflict
resolution strategies as it involves a democratic and structures process that enables
disputant to resolve own conflicts (pp.222). By resolving conflicts through negotiation,
children learn to take on responsibility for their relationships with others. When children
are educated to handle conflicts constructively, it allows them to correctly interpret a
state or an event as a conflict and inquire into what distorts communication and critically
reflect upon others perspectives to learn to be respectful and tolerant towards one
another (Klas, 2008, pp. 311).
6. Before the implementation of assigning peacemakers, Ms. Smith will go through conflict
resolution strategies and guide peacemakers to use the booklet when managing conflicts.
The students will also create their own booklets with the strategies/choices mentioned
above so that they can use it when it is their turn to be the peacemakers. The goal of this
activity is to enhance the negotiation skills of students in terms of resolving conflicts and
once they grasp the skills to communicate effectively, they would not need to refer to the
booklet as often as before.
7. Word Game
The grade one students have been having difficulties pronouncing words and learning new
vocabulary. Ms. Jones hopes to allow them to practice segmenting or blending phoneme sounds
in helping them identify new words. Therefore, she created a word game that can engage and

motivate their interest in learning as well as enhance their recognition of words. Children can
play this game independently in groups of 3-5.
The rules of the game are as follows:
I.

The deck of cards is placed in the middle (The deck of cards containing a mix of familiar

II.

words and new vocabulary).

Each child takes a turn to draw one card and pronounce the word. If he/she pronounces
it incorrectly, he has to put the card at the bottom of the deck. If he/she gets it right, they

III.

keep the card.

Children are encouraged to segment the phonemes in words to help them read the words

IV.

(especially new words).

When a child pronounces it wrongly, the other group members will correct him and tell

V.

him/her the right pronunciation. (The teacher can supervise)

There is also a chance that they will draw a surprise card and possibly lose one or all

VI.

their cards at hand.

The person with the most number of cards wins.

1. This idea was created on the November 4 2015.

2. Phoebe first suggested the idea.
3. Instead of the initial idea of reading off flashcards to learn new words, we improvised and
made it into a fun game like playing a card game and we think its a good way to assess
students word recognition skills.
4. The psychological foundation of this idea is based on supporting vocabulary development
and also enhancing phonemic awareness through the segmentation of sounds in this
activity. According to Layton, Deeny, Graham & Upton (1996), progress in reading and
spelling of words is promoted by an underlying phonological awareness (p.3).
This game is beneficial to students as it not only assists in word recognition of familiar or
new words but also allows children to practice the segmentation of sounds when
attempting to read difficult words.
Numerous studies indicate that children given
training in phonological sensitivity and/or alphabetic coding show superior outcomes on
measures of comprehension and text reading as well as word recognition.

5. According to Stanovich (1995), when children are trained in phonological sensitivity and
alphabetic coding, it shows superior outcomes in their comprehension, text reading and
word recognition (as cited in Yeh & Connell, 2008, p. 243). By engaging in literacyenriched play using this word game where the teacher will guide students first before
allowing them to play independently embeds the interests and also increases the childs
emergent literacy knowledge (Justice & Pullen, 2003).
6. Other tips: You can incorporate this game with a recent storybook that the children have
read to test their word recognition. The teacher should guide children in segmenting the
phonemes in words and play the game together with the students so that they can play it
independently after they have familiarized with the rules of the game.

8. The Cub Experience

Mrs. Paquette teaches a kindergarten class. She has been having trouble getting her students to
dress correctly and on time to go outside. The reason for this is that winter season is in full effect,
which means that the children possess more pieces of clothing than usual. Thus, having them
fully dressed within a reasonable time frame has become a particularly hard challenge. Although
she has repeatedly demonstrated the right way to get dressed to her students, most still struggle
with the task. In order to help her students, she has decided to try a fun activity called The Cub
Experience. Mrs. Paquette starts by reading a picture book about bears dressing up to go out in
the winter, and follows by giving each child construction paper. Then, she asks every student to
draw what they remember the bear to look like. Once they are done, she names each piece of
winter clothing that the children customarily use, and asks them to draw the piece of clothing as
she is naming it. When all the clothes are drawn on, to finish this activity, the teacher asks the
children to chronologically number each article of clothing in the order of how they would dress
up. Afterwards, for the students to have a reminder of what to do when they dress up to go
outside, Mrs. Paquette hangs their drawings around the class. This will help the children
visualize how they are supposed to be dressed, while also giving them an idea of what to wear,
and where. Simultaneously, it also helps them retain this important information, as they will
continually visualize the bear they drew in their minds when dressing up.
1. This activity was first suggested on November 5th, 2015.
2. Tatiana was the one who suggested this idea.
3. The original idea was very similar to the final one. At first, Tatiana had thought of having
the teacher use one image on of a bear to dress up on the blackboard. After talking with
her staff committee, she then realized that the children would more effectively learn this
routine by putting it on paper themselves. This is why she added the element of drawing

into the activity. This way, the children get to draw and make their own decisions of what
should be added to the bear, which will give them a sense of independence.
4. This activity is based on the concept of visual imagery. By forming mental pictures of
objects or ideas, students effectively store information in their long-term memory. A
teacher can promote visual imagery in several ways. This can be done by asking students
to draw pictures of what they are learning, such as concept maps, or by providing children
with visual materials (Ormrod et al., p.146).
5. Visual imagery is an important and effective strategy. This is a definite factor in the
enhancement of visual information processing but also in its ability to be used with
children who have learning difficulties (Forrest, 1981). A teacher using visual imagery
can potentially help a student that is having a hard time emotionally, by helping him
picture a relaxed and happy place, which releases tension and makes the child feel calmer.
Furthermore, this strategy facilitates the learning of new concepts (Grabow, 1981), as they
can be taught while the child is creating a picture of it, which then allows him to associate
the new concept with his or her picture. Visual imagery also promotes creativity in
children (Grabow, 1981). Indeed, the child has to use his or her imagination and project
what he or she sees in his mind to paper, which forces them to be deeply concentrated and
aware of what is being taught, or talked about in class.
6. A book that could be used would be The Berenstain Bears' Winter Wonderland by Jan
and Mike Berenstain. Essentially, any book about winter clothing is ideal, as long as the
children get to see, and hear about it. If a teacher decides to not use a bear as an example,
The Jacket I Wear in the Snow by Shirley Neitze is another great book about dressing
up for winter.

9. The Blanket Exercise

Mrs. Prime is a sixth grade teacher. She is teaching her students about First Nations history. After
giving out homework and assignments, she notices that her students are having trouble grasping
the topic and elaborating on it. In order to help her students, Mrs. Prime decides to do an activity
called the Blanket Exercise. She asks that the students bring a blanket to class on the day of the
activity. Before the activity begins, the students are asked to put the blankets on the floor, and
stand on them, shoeless. Then, Mrs. Prime starts by recapitulating what she has told the children
about Indigenous history. She splits the class in two groups, identifying one as European
colonizers while the other will act as Indigenous people. Following this, she asks that the
students representing Indigenous people walk around on the blankets, as if they are pieces of
land. While Mrs. Prime is narrating pre-contact, treaty-making, colonization and resistance, the
students taking on the role of Europeans have the tasks of speaking as if they were colonizers,
and taking away blanket space in time with what the narrator is saying. The children that
represent Indigenous people are asked to read scrolls detailing Indigenous life and values. This is
done until the reality of all the land that is left today is represented. The activity will be followed
by a talking circle, where the students will get the chance to speak about how they felt, what they
noticed during the activity, how they think this affected Indigenous people, etc. This activity not
only teaches the students about Indigenous history, it also allows them to essentially live through
the tragic experiences of Aboriginal people. In addition, it effectively educates them and
increases empathy.
1. The idea was first thought of on November 11, 2015.
2. Tatiana was the first to suggest this idea.
3. Originally, the idea was about bringing children to a museum to learn about Indigenous
history. However, after seeing a documentary in our History, Geography & Citizen in

Education, we learned that Indigenous history was barely, if at all represented in Canadian
museums. We also found that it lacked originality. For these reasons, Tatiana suggested
doing an activity called the Blanket Exercise. This way, students get to experience
Indigenous history in an authentic and poignant approach.
4. The idea is based on discovery learning. By interacting with their social and physical
environment, students are able to comprehend information to a fuller degree (Ormrod et
al., page 274). Indeed, by exploring and manipulating their environment, students get to
experience what they are learning in a tangible manner. This promotes meaningful
learning and facilitates the transfer of knowledge into long-term memory (Ormrod et al.,
page 274).
5. Discovery learning is an effective educative strategy. Indeed, this form of active learning
involves concentration, mindful participation and analysis. The student uses past
knowledge and experiences to deduce conclusions on what he is interacting with, thus
gaining a better understanding of concepts. Discovery learning increases patience and
persistence, and promotes creativity in children (Honomichl et al, 2012). Moreover, active
learning is more of a hands-on approach. This makes it easier for students to visualize,
relate and empathize. For this reason, children are able to realize the misconceptions they
may have had on a topic. Indeed, having evidence based on the students own experiences
will make the learners face their illogicalities with more ease (Svinicki, 1998).
Furthermore, because discovery learning draws on prior knowledge to make observations
and responses, it allows children to process with more depth (Svinicki, 1998). This means
that their learning is more meaningful, and information is more easily retrieved for later
purposes.
6. The Kairos Organization website can be used as a reference, where they have a version of
this activity that is more elaborate and can be used on various grades.

10. Operant Conditioning Punishment

All students are a part of a caring circle; therefore, if a student does an act that goes against
the caring circle, they have broken the circle. The aim of this caring circle is to respect one
another, and follow rules of caring for one another to create a well-rounded school environment.
If the circle is broken, the students must get back into the circle through steps of acts of caring.
Mme. Louise, a grade 2 teacher, finds it difficult to keep the attention of her students throughout
the day. After going through many processes of trial and error, she finds out what her students are
most interested in. The students are all attracted to going outside and playing in the courtyard. In
order to get the students to work well, and behave their best, Mme. Louise would offer the class a
break from seated classroom work to go outside. After a few weeks of this break, she noticed that
some students did not deserve this opportunity. Brandon, a grade 2 student in Mme. Louises
class, is very disruptive, by talking to his peers, not doing the assigned work and talking back to
the teacher.
Mme. Louise punishes the students that did not behave, did not listen, or were disrespectful to
her or to the peers. Mme. Louise did not want to punish the whole class for one students doings,
so while the entire class would have fun playing outside, the misbehaving students would be
placed on the wall to watch the other students. The teacher would then get the students to reflect
on what they did and how they could make up for it, and follow the steps to get back into the
Caring Circle.
1. This idea was first entered into the Teaching Idea File on November 19, 2015.
2. Allison first came up with the idea.
3. Originally, this idea was designed for misbehaving students, and removing something they
enjoyed. For example, punishing the student during recess, and making them stay inside the

class rather than play outside. However, after presenting the idea to the staff committee, the
idea was changed to incorporate the feelings of others, and helping to bring the student
back into the classroom community setting. All the students belong to the school, and make
up the Caring Circle. This idea was also improved to allow for students to explain
themselves to others and reflect on their poor decisions and acts.
4. This idea was based on the removal punishment strategy. The misbehaving response
decreases when a previously existing stimulus (going outside to play during class time) is
removed. This idea was supported by how students change their behaviour when they lose
the privilege to do something. This situation represents the time-out form of punishment
presented in the Principles of Educational Psychology. As presented in the scenario,
students were not allowed to move from the wall, which meant they could not interact with
the other students.
As children are all different when it comes to their cognitive development, teachers
struggle daily to find effective ways to motivate children to learn and become school
learners. (Moberly, D., Waddle, J., & Duff, E., pp. 359) To attempt positive results from
students, teacher rely strongly on the use of an extrinsic motivation strategy that
emphasizes reward[s]. (Moberly, D., Waddle, J., & Duff, E., pp. 360) Although this
situation would be classified as a punishment, it would also be called a consequence for
misbehaving. In order to get students to cooperate, and to instill structure within their lives,
the majority [of teachers] continue to use extrinsic rewards and punishment to achieve
acceptable behaviour management and student motivation. (Moberly, D., Waddle, J., &
Duff, E., pp. 364) This idea was focused on how punishment and the loss of privilege can
be used to encourage positive behaviour. Studies show that some in eastern countries, such
as Australia, China, and Israel, punishment [is] the most used discipline strategy. (Romi,

S., Lewis, R., & Roache, J., p. 222) The time-out punishment strategy used in the scenario,
and this idea, is to motivate students to respect each other, and cooperate with others to
create a respectful school environment.

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