Module 1: Reinforcement Activity

 Discovering Constructivism Theory and Activities

    In this post, you will discover the benefits that constructivism has on the classroom when implemented correctly to foster collaboration and embrace creative thinking.

1) What learning theory would make this activity feasible?

The learning theory that would make the activity feasible is constructivism. Constructivism occurs in online learning when interaction and collaboration take place in a digital environment. According to the text, constructivism occurs when “a student takes new information and “constructs” their meaning of the content based on their existing knowledge, attitudes, and experiences” (Hodell, 2021). In constructivism, students are asked to draw conclusions based on their experiences. This reflects directly on the activity as students are asked to compile a list of excuses based on the various scenarios. In this activity, the students are in control of their learning, and there is no influence from the instructor. Having the students partner in participating in this activity online encourages creativity and problem-solving.

 

2) How would you modify this activity to work in an online environment? 

I would modify this activity to work in an online environment by conducting this assignment over a Zoom session, dividing students into small groups. In the Zoom sessions, students can utilize the whiteboard tool and share their answers to the activity. Another option is to use Google Meet for screen sharing and Google Jamboard for real-time collaboration and organizing answers. Both approaches foster collaboration and the sharing of perspectives and feedback. 


3) Test this activity for a workshop/class. What worked, did not work, and what was the best excuse?

My partner and I conducted the class via Google Meet and utilized the Google Jamboard tool to present the instructions and student excuses. The Google Jamboard allowed us to document our excuses in an organized way by categorizing each scenario and listing excuses below while utilizing sticky notes on the Jamboard. What did not work was the initial setup of Google Meet and Jamboard, as Google Meet’s screen sharing was a little finicky, and the Jamboard took a little time to set up. This would require the activity time to increase unless students have accounts created and prior knowledge of how both tools work. Overall, once the setup was complete, the session ran smoothly, and we were able to construct two excuses for each scenario before the five-minute timer ran out. The best excuse created for the “can’t go out” category was “My mom said no”. 


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