Piaget TIPR

The teacher in the class I observed discovered students' existing schemas about body image and the media through a journal prompt and discussion at beginning of class asking them about their current ideas on body image and media messages. introduced disequilibrium when she showed students a video of a model saying that she is extremely insecure. This disrupted students' existing belief that models are very confident because they have nice bodies and good looks. She also introduced disequilibrium when she told students that only 5% of Americans naturally have the body type most often associated with typical beauty standards. Through discussion, further instruction, and in class activities the students realized equilibrium again because they learned that all people have insecurities and worry about their appearance even if they seem perfect and confident. They also learned methods the media uses to trick people into thinking that other people are perfect which helped them understand how everyone can feel insecure. The teacher helped the students assimilate these ideas into their existing schemas by showing them popular ads they were already familiar with and discussing how the media shaped them to make the consumers believe a certain way. The teacher helped students accommodate for new information and ideas by asking questions that challenged the students thought processes about the media and then provided opportunities for practice so they could become more comfortable with the new ideas.

I feel like the students could have handled a bit more disequilibrium in this lesson, but I realize they spend a lot of time engaging with media so it might be difficult to introduce new concepts in regards to media messages. However, there is a mental health component to body image that was briefly touched on at the beginning of the lesson. I feel like that would have been a good topic to introduce that would have created some positive disequilibrium and an excellent opportunity to accommodate or assimilate new information on mental health. I also think the students could have used more time and practice to accommodate new ideas on body image and the typical American body type because I feel like that would have helped them to feel better about what they look like and strengthened their sense of self esteem.

When I plan my mini lesson I will keep in mind that this group of students is very mature and capable of handling sensitive information that is more than likely going to push their boundaries. Therefore, I will seek out any opportunity to provide that cognitive stretching for them. I will also seek out any opportunity to engage the students in activities that will really support their self esteem and efficacy in dealing with disequilibrium in their personal lives and the way they view themselves. I will help the students assimilate by providing examples that are relevant and exciting to them and I will help them to accommodate by providing scaffolding and support when needed.

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