Educational Scenarios Tasks

Educational Scenario 1:

Questions:

1. Consider the experiences of Ella and Thomas. Are these typical experiences for 10–12-year-olds?
2. To what extent should teachers recognise and make provisions for the stresses associated with the early stages of puberty?
3. What steps could be taken to help students like Ella and Thomas? Or will they simply ‘grow out of’ their problems?

Educational Scenario 2:

Questions:

1. Identify some of the problems – linguistic, academic and cultural – that students such as Morteza face when they move to a new country and are enrolled in a new school system with an unfamiliar language and culture.
2. Would students born in this country, but from home backgrounds where English was not spoken, experience the same problems as Morteza?
3. Are the strategies used by Morteza’s teacher appropriate?
4. What else might Morteza’s teacher do to assist him?
5. How can teachers support students like Morteza most effectively? 

Educational Scenario 3:

Questions:

1. How did concrete materials help the students to solve this problem?
2. What role did the teacher play?
3. Identify and describe elements of Vygotsky’s and Piaget’s theories in the children’s thinking. 

Educational Scenario 4:

Questions:

1. What stages of moral reasoning do these students seem to be exploring?
2. Can you identify any social and emotional competencies that would assist students at these levels of moral reasoning?
3. Think about your own curriculum area (early childhood, primary or secondary). How could you support students’ moral development and values in your classroom?

Provide a plan. 

Educational Scenario 5:

Questions for students: 

1. Consider Jay’s different feelings about ‘projects’ and maths. What do these say about Jay’s selfefficacy in each subject area?
2. Can you identify the sources of self-efficacy in Jay’s statements? Consider whether there is any evidence of enactive mastery experience, vicarious experience or verbal persuasion, or any sign of physiological or affective feedback.
3. Is Jay’s sense of self-esteem likely to be affected by these beliefs? How could the classroom teacher ensure that Jay’s self-esteem remains positive?

Educational Scenario 6:

1. Critically evaluate this statement with reference to a. the use of person-first language, b. labelling, c. a non-categorical view of disability.
2. Identify 3 strategies for effective inclusion in the classroom in your area of study (early childhood, primary or secondary) of a student who has ASD.
3. Would the same strategies work with all students with ASD? Why or why not?