Vygotsky TIPR

Current Teacher Behavior
1. My cooperating teacher usually takes the place of the More Knowledgeable Other since his lessons are usually centered around a "cheat sheet" handout that lists all the pertinent info of the day's writing skill which he proceeds to lecture on and demonstrate through model texts and his own writing done in front of the class. Though right now we're teaching fairly basic concepts that have been hammered into kids since grade school (dialogue, POV, etc), he treats them like new concepts. He seems to put a lot of his attention on the students' Zone of Proximal Development, as he doesn't leave a lot of time to what they already know/can learn on their own. It feels like he assumes they don't know/can't learn any of the concepts without his instruction, so I guess he would assess their ZPD is everything about the concept and doesn't wonder about what they can do on their own. He does provide lots of scaffolding by providing the cheat sheets, model texts, and modelling the skill before giving students an activity or handout that allows them to practice it on their own. By allowing students to choose the prompts and relate their writing to their interests, he does help them internalize the writing skill in this second half of class. Cultural and social tools are not usually utilized. Lessons follow a similar format pretty much every day.
Student Needs
2. I think the students need to be given more credit for what they already know. They also need to be placed into the role of the MKO, as that role is always filled by the teacher. With things like POV for example, students have had that pounded into their head since grade school. Let them tell us what 1st person vs 3rd person POV is. They know it, and it will get them involved, help them feel like they contribute to their own learning, and they get the feeling of power and responsibility that comes from being the MKO. 
Plans for your Lesson
3. I definitely want to let students have more of a voice in my characterization lesson. Though the concepts will be fairly difficult and abstract, I want them to be able to talk through the model text that I'm presenting rather than just point out what a good reader I am. I'll be using a scene from Alice's Adventures in Wonderland as the model text, and I want them to discern what the characters voices are rather than me tell them what I think. This will help them engage with the lesson more, and in turn better internalize the concepts once we turn it over to them to start characterizing their own characters.

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