Chapter 1: Show Me, Help Me, Let Me

So, I have to admit that this chapter was a little boring, but every book has to discuss the “theory” behind their strategy.  Wilhelm is no different.  He lists the steps that illustrate the process of giving over expertise to students through the learner’s ZPD. 

1.       Goal Setting:  Teacher identifies a Strategy to teach

2.      Modeling:  Teacher uses the strategy; Student Observes

3.      Teacher-Led Collaboration:  Teacher uses the Strategy, Cues Students; Student help

4.      Student-led Collaboration:  Students Use Strategy Together; Teacher helps as needed

5.      Student Independence:  Each Student Uses the Strategy on his own: Teacher observes and assesses.

This all seemed like common sense.  Teachers follow these steps regularly, don’t they?

            Wilhelm goes on to highlight Vygotskian insights that are important to appreciate when looking at enactments.

·          Learning is social and depends on the interaction between different consciousnesses

·         All knowledge is socially and culturally constructed.

·         Teaching and learning can only occur in the ZPD.

·         Teaching should focus on the How rather than the What.

·         The teacher must help name and celebrate their existing and growing competence.

·         Learning depends upon what the learner needs and has the opportunity to learn.

·         Emotions, fun, and sense of play contributed to learning.

After reading all this “theory” I started wondering why every teacher doesn’t incorporate

enactments in their curriculum.   Apparently there are many reservations that teachers have about reservations.  Some believe that:

1.       Their students will be hesitant to use such strategies-  Sometimes we think that students are too cool to participate in drama, but this strategy has been used mostly in middle and high school.  I can see my fifth graders eating it up!

2.      They can’t act-  We think that because we are bad actors, we can’t teach using this method.  The cool thing is that we don’t have to act.  We are facilitators.

3.      They might lose control of the class- the truth is when you have an organized activity like this, students are more engaged than ever.

4.      What if things take a direction that I don’t like- You are the teacher.  You have control and can stop or redirect your students at any time.

5.      This is too fun for school- “Vygotsky identified play as the most natural form of learning.  He said, “In play, the child is always a head taller than himself.”  In other words, in play, one always pushes into one’s ZPD” (p.20).  

I’m really excited to get into the “meat” of this book.  The next chapter starts introducing

 specific strategies that can be used within the classroom.  Of all the fears that teachers use as excused to not use enactments, the only one I worry about is that it looks too fun for school.  I love having fun with my kids, but I worry about my principal walking in and wondering what the purpose of the activity is.  If given an opportunity, I’m sure I can explain, but often times, the opportunity is not given.  The assumptions are made which can make you look like you’ve lost control of your classroom.