This
activity promotes constructivism, as the children are able to through the
discussion before the learning experience talk about what they already know
about cookies and as they are exploring with the materials in the activity they
may make connections about their past experiences baking with their parents or
seeing someone they know bake. This provides opportunities for children to start
to make connections with their past experiences and what they are doing in the
activity (Eric development team, 2003). Children can start to
develop their own meanings as they are doing the activity, as the children when
they are doing the activity may have questions such as “what will happen if I
add lots of flour to the cookies?” and answer their own questions as they bake
the cookies and observe what their baked cookie looks and taste like (Eric
development team, 2003). The children are also responsible for their
own learning as they work together in groups collaborating their ideas and
thoughts on how they can make the best tasting cookie. The use of
representations such as charts, books and lots of materials such as measuring
cups can help build connections with what the children are learning and the
activity as they may look at the books or charts they made with their thoughts
on what a tasty cookie should have and what changes they may apply to their
recipe. The children may start to learn how to value their own goals as they
are able to through the experience create their own goals on what ingredients
will make a tasty cookie and what they should do next time they revisit this
activity to improve their recipe (Eric development team,
2003).
Having lots of physical, interactive and manipulative materials make the
classroom constructive as it promotes active exploration with the children, as
they are able to observe, analyze and classify the materials they are using.
The children are also able to make predictions based on their recipes to how
their cookies will turn out like. The teacher provides the children with lots
of time to explore and collaborate ideas about the cookies they are going to
make as well as asking open ended questions in order to further engage the
children and encourage the children to ask other children questions (Eric
development team, 2003). The teacher will also make observations on the
children’s over all engagement and interactions to the activity in order to
make changes and adaptions to the learning experience when this activity is
revisited (Eric development team, 2003).
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| Constructing ideas together and researching to answer questions |
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| Guest speaker |
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| Materials |
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