Behavior Learning
Theory:
Using this
theory of learning, I would bring in several different brands and sizes of the
same serial. I would cover each box with
a general cover, but label each box with the correct price. Next, I would have students measure the mass
of each box, and then come up with a unit cost (such as dollars per kilogram). Since there will be several brands and at
least two sizes for each brand, they would get varying unit costs. After they calculated the unit cost of each
item, I would have them check their answers with me. If they have them all correct (or if they go
back and make the corrections), I would have them predict which different size
boxes were the same brand. After all
groups had guessed the pair, I would reveal which boxes were which.
Situated Learning
Theory:
For this
theory, I would have students come up with a simple meal (5 items or so) that
they would like to prepare for several people.
Each student would need to decide how many people they want to
feed. Based on this information, they
would need to calculate the unit cost of each item in the various sizes that
they are sold. Based on the unit costs,
they would need to decide what sizes they would buy. They would also need to consider that though
the larger sizes usually have a lower unit cost, is it worth buying more than
you may use?
Constructivism:
My
procedure for this would be similar in nature to my activity for the Situated
Learning Theory, with students figuring out what and how much they would buy to
make a simple, 5-item meal. They would
do the initial stages of selecting the items and calculating unit costs
together, but then they would individually decide which quantities they would
buy based on the number of people they intend to feed. After making these individual decisions, the
two students would get back together and discuss what they chose and why. I would also have them come to an agreement
after this on which sizes to buy, and the pairs would share their results with
the rest of the class.
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