Justify The Choice Of The Learning Activities Education Essay

Through a constructivist attack, the cognition of a individual is built from old cognition Boethel and Dimock in Reeve, Constructivism and Games, 2012. Therefore, alternatively of stating the pupils what double star is, a cartridge holder which explains the familiar construct of denary figure system can be used. I decided to include captions in the cartridge holder as this will assist both the auditory and the ocular acquisition ( Clark, 2011 ) pupils to understand better. Through evocation, the instructor can so find whether the pupils understood. In order to revise the chief process on how to find the value of a figure, the Decimal Numbers presentation is used.

Another short picture cartridge holder, with captions, about the binary Numberss can be used based on Kolb ‘s findings that a pupil can get cognition through experiences ( McLeod, 2010 ) , for illustration by watching something ( Clark, 2011 ) ( McLeod, 2010 ) . Questions are so used to arouse information from the pupils in order to find whether they have understood the chief constructs.

The Binary Number System presentation was designed based on the modeling method, a nucleus of the “ cognitive apprenticeship ” ( Collins, Brown, & A ; Newman, 1987 ) . This method is largely used in Maths and since this topic is rather mathematical, and novel to the pupils, I decided that it would be best if I use the same method as pupils can detect and larn. In order non to hold a direct instruction attack ( Carnine, Silbert, Kame’enui, & A ; Tarver, 2003 ) , the instructor can first elicit information utilizing the presented inquiries and so explicate further. Through the rule of constructivism ( Reeve, Constructivism and Games, 2012 ) , the pupils can so utilize the Excel workbook in order to give pupils a opportunity to seek out illustrations utilizing the methods merely learnt.

As a concluding game, I chose a Tetris similar game in which the pupils have to change over between the two representations. As explained in ( Reeve, Cognitivism and games, 2012 ) , such disputing games integrated cognitive acquisition and this was the ground why this game was chosen as the participant needs to work out the challenge in a peculiar sum of clip.

Homework is given utilizing a duplicate game. I used this sort of activity based on the “ read, think, try attack ” as explained by Natvig & A ; Line ( 2004, p. 108 ) because in this manner the pupils can revise ( e-Skool, 2010 ) by seeking out transitions and prove them out and if right so name them in the worksheet..

Lesson 2 activities analysis

The lesson begins with a alteration quiz. The quiz was designed on the “ test and failure attack ” ( Natvig & A ; Line, 2004, p. 108 ) as this can assist the pupils to concentrate and believe about how to work out the given jobs.

Based on the modeling method ( Collins, Brown, & A ; Newman, 1987 ) , the hexadecimal presentation is to be used. The Decimal, Binary and Hexadecimal values worksheet and the online Hexadecimal trial were chosen in order to assist the pupil learn the hexadecimal values through “ find acquisition ” ( Bruner 1961 in McLeod, Bruner, 2012 ) . In add-on, through constructivism ( Reeve, Constructivism and Games, 2012 ) , the pupils can build their cognition further and pattern the transitions utilizing the exercisings in the Excel workbook.

In order to reason the lesson, I have created a quiz based on the “ trail and failure attack ” ( Natvig & A ; Line, 2004, p. 108 ) . This will assist pupils to concentrate on reply and achieve high tonss.

As for prep, I chose a ready-made quiz about the decimal, binary and hexadecimal transitions. The quiz is rather ambitious as the mark and the timer play an of import function, and as described in ( Reeve, Game Mechanics and Learning Theory, 2012 ) such a challenge reassures behaviorist, cognitive and constructivist acquisition.

Lesson 3 activities analysis

The first activity is an on-line trial based on transitions. Cognitivism comes into drama as the pupil needs to seek his best and believe while reflecting on the reply before subjecting ( Reeve, Cognitivism and games, 2012 ) .

In order to present the construct of registries, a picture cartridge holder and a short quiz were created. I decided to utilize this in order to actuate the pupils in order to assist them larn ( Reeve, Cognitivism and games, 2012 ) . An activity, including a presentation about registries and a worksheet were designed based on the “ find acquisition attack ” ( Bruner 1961 in McLeod, Bruner, 2012 ) . The presentation helps pupils to build cognition about registries and the worksheet helps them in showing their gained cognition.

The pupils should read through the Coding Systems presentation in order to build ( Reeve, Constructivism and Games, 2012 ) cognition about a figure of systems used to stand for informations. The information provided in this presentation helps the pupil to utilize ASCII in order to find the values of the uppercase letters of the English alphabet, while utilizing a presentation and so utilize this constructed information to check the codification in the Discover the Message worksheet.

In order to let the pattern of creativeness, the pupils are to make a posting with their names. This will assist them utilize the constructed information to explicate their name utilizing the ASCII character set, and find the name of others for prep.

Another scaffolding attack ( Collins, Brown, & A ; Newman, 1987 ) was used when planing the ASCII values worksheet. This worksheet introduces the construct of the “ plus one ” . The necessary basic cognition is given in the sheet and this has to be used to work out the remainder of the worksheet.

To reason, a quiz was used to remember the chief constructs of registries. The cognitivist theory ( Reeve, Cognitivism and games, 2012 ) comes into drama as the pupil is larning and remembering his cognition through thought and contemplation.

Lesson 4 activities analysis

The lesson starts off with a quiz that helps the pupil to remember and revise the chief constructs of the old lesson, based on the “ trail and failure attack ” ( Natvig & A ; Line, 2004, p. 108 ) as the pupils are supposed to cognize these constructs.

The pupils should so build cognition about binary add-on and the construct of overslow utilizing the Binary Addition Presentation as this will assist them build new cognition based on bing one. The presentation besides includes 3 activities that help the pupil to farther engage in acquisition. The Adding Binary Numbers workbook was based on the cognitive acquisition attack ( Reeve, Cognitivism and games, 2012 ) as the pupil needs to believe and seek to execute the computations based on the information instructed by the instructor. An on-line crossword mystifier is to be used and I decided to utilize this tool to supply a “ read, think and seek attack ” ( Natvig & A ; Line, 2004, p. 108 ) as the pupils can look into the replies whenever there is n’t a lucifer at a cross-section. A quiz was designed to assist the pupils to believe and reflect ( Reeve, Cognitivism and games, 2012 ) on the add-on and overflow constructs.

In order to reason the lesson, a challenge was created by integrating two activities, an on-line game leting the participant to change over a denary figure to binary figure and a worksheet in which binary Numberss obtained from the game are to be added. Even though the on-line game is disputing, as the game runs against a timer, nevertheless the rule of “ read, believe and seek attack ” ( Natvig & A ; Line, 2004 ) is implemented as the participant is given a opportunity of set uping errors and therefore garnering valid Numberss for add-on.

As for prep, a quiz about the add-on and the overflow mistake was designed based on the “ trail and failure attack ” ( Natvig & A ; Line, 2004 ) .


I believe that these larning activities do assist pupils in larning about the foundations of the figure and coding systems. However, alternatively of merely making stuff which the instructor can utilize to reassign her cognition, these activities help the pupils to build, believe about, and seek to work out the presented challenges and undertakings.