Current Teacher Behaviors 1. During this narrative writing unit, the teacher introduces disequilibrium by asking further probing questions about a decently well-known concept (like what dialogue is). Students can explain on their own that dialogue is when different characters speak to each other, so they already have that knowledge accommodated. But when he asks how dialogue is formatted (using indents, apostrophes, adding detailed descriptors after the dialogue to explain how it is said or what the character saying it is doing, etc), students enter a state of disequilibrium. Students can accommodate the use of apostrophes since it's very familiar to them from the early grades of school. We help the students assimilate the new information by employing concrete examples. The teacher had two students come to the front and assigned them a character from the dialogue projected on the board, which spoke to the concrete operational stage. Each role was highlighted a separate color, an
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