Key Features and Description
![Picture](/uploads/5/9/2/4/59246573/viewer5_orig.png)
This analysis examined how I incorporated Epstein's (1989) constructivist T.A.R.G.E.T. framework in my learning scendario, and how Bandura (1986) and Schunk (2012)'s ideas of self-efficacy contradicted the reliance of Vygotsky's More Knowledgable Other to help less capable students in group work. Lastly, I closely examined what aspects of attention this game attended to, and how I could be more intentional with teaching to both hemispheres of the brain.
Set Up of Activity
In groups, students were assigned a role (e.g., Upper Class, Middle Class, Immigrant, etc.) and were given specific amounts of money and property to start off in Monopoly. This lesson had been extremely successful with grade 6/7 students for many years. Visceral frustration from those assigned the Lower Class or Immigrant role showed that authentic learning could come from hypothetical scenarios such as this extended metaphor of inherited wealth and disadvantages.
In groups, students were assigned a role (e.g., Upper Class, Middle Class, Immigrant, etc.) and were given specific amounts of money and property to start off in Monopoly. This lesson had been extremely successful with grade 6/7 students for many years. Visceral frustration from those assigned the Lower Class or Immigrant role showed that authentic learning could come from hypothetical scenarios such as this extended metaphor of inherited wealth and disadvantages.
MKO
In these mixed ability groupings, students who emerge as the More Knowledgable Other (MKO) will help clarify the new rules to their group members, lead discussion when prompted, and keep each other accountable and on-task. |
Self-Efficacy
Schunk (2012) posits that “competent models teach skills, but similar models are best for self-efficacy.” Thus, mixed ability groups are useful for teaching skills, whereas similar ability groupings for post-game discussions are better for boosting self-efficacy. |
Neuroscience
“Conscious memory of emotional situations consolidate better” due to epinephrine and norepinephrine secretions, which happen in response to emotions (Schunk, 2012, p. 60), such as in this game where students try to win a game they were set up to lose. |