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1. Did you like the center? Why or why not?

We think that kids would enjoy it (but found it to be a little annoying as adults) maybe slow it down to help kids not become frustrated

1. How do Erikson and/or Piaget support your answer to number one?

1. Industry vs. inferiority?

Speed tests and drills that start simple and get harder are helpful for children and help them feel successful. However we felt like this game went to fast to help children feel successful and would instead make them frustrated quickly.

1. Sensory experiences, first hand experiences, process vs. product, concrete experiences?

2. How did it fit the learning model? Was it active? Was it meaningful? Did it nurture relationships?

It was very active and kept students engaged.It was meaningful through teaching a concept but didn’t really nurture concepts.

1. Did I break down the tasks enough for you to be able to be successful?

In the beginning it did, but by the end it went to fast and we pretty much just gave up.

1. What executive Function skills did you use?

Executive Functions: Emotional control, attention, goal acheivement, orginization

1. What Bloom’s taxonomy skills are incorporated?

Apply, Analyze and evaluate

1. What Multiple Intelligence skills are incorporated?

Logical/Mathematical and Visual/Spatial

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We did not like the center, it was too confusing and there wasn’t enough time to comprehend or read the article. The vocabulary was difficult to understand.
This activity made us feel inferior and like we failed. It wasn’t hands on in any way. Too much information was given all at once.
If someone were to teach this to children (or to college-aged students) it would have to be taught step by step. It involved using the mind, but wasn’t necessarily meaningful. There was no purpose behind the activity, none of us felt like the information would be easily retained. It wasn’t active, wasn’t meaningful, and didn’t nurture relationships. The steps were helpful, but further breaking down the steps and giving background information would’ve been more helpful. We had to use attention, time management, and organization. We also had to understand, remember, analyze, and evaluate the text. The intelligences used would be logical/mathematical and verbal/linguistic. We had to be logical in how we approached the text and use linguistic skills in order to understand the text.

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1.     We liked the center because it was cool to build ourselves. It was a little stressful because there was lots of material to fit in and we were kind of rushed.

2.     When we figured out how to the coding activity we felt industry because we learned to do something. Our knowledge was scaffold as well because we built upon what we learned.

3.     It didn’t really nurture our relationships because it wasn’t interacting with other people. But working with each other and reading through the directions was a nurturing aspect. It required “minds on” and “hands on”.

4.     The task was broken down in good steps except it felt that it was a little scattered. One thing that would’ve helped was if there were screenshots of steps we should be on.

5.     The executive function skills we used were attention, time management, and goal achievement.

6.     We used create, analyze, and understand. We had to first learn what we were doing and then apply it.

7.     Verbal linguistic was used because we discussed with each other. Logical and spatial were also main skills for this.

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We liked it.  It was interactive, and it gave the information in an engaging fun way.

It focused on the process of learning and discovering through our experiences although digital.  It was through sight and sound mostly.

We liked this center because we got to have a sensory experience when watching the videos of the lizards and the effects on their populations.

It was active as the students were engaged in the natural selection process with visual representations of the Lizards paper (cut-outs of the Lizards). It was meaningful as it helped the students understand natural selection. It nurtured relationships as the students had to work together in order to complete the assignment.

Yes, it was very clear what we were supposed to do when.

We used attention, organization and time management.

The skills that were incorporated were understand, analyze, and evaluate.

The logical/mathematical skill is incorporated.

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1. Did you like the center? Why or why not?

1. Yes we did it was fun to make robots. It brought into realization what the kids would experience if they were to do it at the first to third grade level.

2. How do Erikson and/or Piaget support your answer to number one?

1. Industry vs. inferiority?

1. We did not feel offended when we had ur robots critiqued and therefore we were able to move forward and improve.

2. Sensory experiences, first hand experiences, process vs. product, concrete experiences?

1. It felt weird to cut with the nondominant hand.

3. How did it fit the learning model? Was it active? Was it meaningful? Did it nurture relationships?

1. Yes were were actively working with our hands, we got to create our own things and use our unique perspective of a robot, yes it brought us closer together and built friendships.

4. Did I break down the tasks enough for you to be able to be successful?

1. Yes at the beginning except for the end when it said to put it together as a robot we were not sure exactly what it should look like.

5. What executive Function skills did you use?

1. Goal achievement and attention

1. What Bloom’s taxonomy skills are incorporated?

1. Create and evaluate

1. What Multiple Intelligence skills are incorporated?

1. Bodily kinesthetic, visual/spatial, logical/mathematic

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1. It was a fun and interesting center. It was cool to learn a little bit of Hebrew.

2. a. The woman on the youtube video used reinforcement which was very positive. She was encouraging which would make children feel industrious rather than inferior. b. This center would be a sensory experience for the children, because they were hearing the Hebrew numbers and repeating them out loud. I

3.  It was meaningful and useful. It wasn’t very active because it was sedentary. It was very connected with others as we practiced together. We worked together with our groups to figure it out.
4. Yes, the tasks started out with watching the video which was well paced and could be rewinded for learners who need more time. The video included the numbers we were learning written down in both the Hebrew and English alphabet, which made completing the tasks of speaking the number and spelling it out much easier than it would’ve been otherwise.
5. This center incorporated the executive function skills of attention, organization and goal achievement. Our attention was drawn to learning the Hebrew numbers, which we organized according to previous assimilation we had, and we had the goal to go through the first 100 Hebrew numbers.
6. We think that the skills that were incorporated into this activity are remember and understand. Learning the numbers 1-100 in Hebrew requires some memorization and you need to be able to identify how the numbers connect to one another in order to learn them.
7. The Multiple Intelligence skill that was incorporated was verbal/linguistic. We learned and used new words and language as we learned to count in Hebrew.

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1. While it was quite challenging and time consuming, it was also pretty enjoyable.
2. Piaget's cognitive theory of development supports this because in the pre-operational stage, children use symbols and symbolic play to grow. Writing in the difficult font made us feel like seven-year-olds again, having to concentrate on the formation of each letter.
2a. In a way, this made us feel industrious as we got a sense of accomplishment upon completion of the writing activity. However, at times we felt inferior while struggling to make the letters perfect.
2b. This was a good example of how first hand experience is necessary. We wouldn't have been able to grasp the concept of writing like this if it weren't for actually trying it ourselves.
3. This fit in the learning model in various way. It nurtured relationships as we talked as group members and got to know each other. Active learning happened as we physically did the activity and wrote our names. It was a meaningful activity as we wrote our own stories.
4. The activity was organized well with many steps. However, it was a bit too lengthy to complete in class.
5. We used the executive functions of attention, goal achievement, organization, and metacognition.
6. We used apply and create from the Bloom's taxonomy skills.
7. The multiple intelligence skills used were verbal/linguistic and visual/spatial.