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Discussion boards go along with this characteristic because they require student engagement. Discussion board assignments are done well when the majority of students actively participate. One experience I have had with discussion boards was in a CJUS course. We were given a topic and had to research, cite information, and actively respond to peers, in order to get full credit. This coincided with the active characteristic because it not only allowed us to learn, but apply what we learned, as well.

Presentations are also assignments that coincide with this particular characteristic, as they also require student engagement and an application of what was learned in class. How well presentations are performed truly just depends upon the student. I have had very few experiences giving presentations. I took an Oral Communication course my freshman year and was required to research a topic and apply what I learned into the form of a powerpoint, before presenting it to the class.

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The use of textbooks have been constructive, as they are learning-centered and allow us to learn new information and build upon our prior knowledge. One experience of this occurred just this week. I was in a SPAN literature and history course and was quite confused, at times, during the lesson, as I have never been good at history. The professor ended up telling us that if we had read ahead a chapter in the text before coming to class, it would have better clarified the lesson, since parts are the same. Therefore the textbook would be constructive learning.

College classes, in general, are constructive. We have so many different options for how we receive the information. For example, by experience, I was in a biology course freshman year and had never really taken notes on a laptop. Therefore, I went down to the lab and printed the powerpoints. All in all, college classes allow for flexibility for each student, which is, in itself, constructive

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Cooperative: Collaborative/            Conversational

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Cooperative: Collaborative/            Conversational

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Email is a great way to collaborate with fellow peers and professors regarding anything in relation to education. I have written more emails in 2.5 years of college, than I had in my entire elementary, middle, and high school career. Most of my experiences with emailing have been in collaboration with professors regarding assignment clarification. I have at times emailed classmates when assigned group work, where we discussed the assignment and who would do what, etc, but for the most part, I use GroupMe to communicate with my fellow classmates.

GroupMe is another great way to collaborate with peers. The most active experience I had using GroupMe was in a CJUS course. The instructions for our final exam were kind of confusing and not as concise as we were expecting, so to speak. There were a couple students who would be in contact with the professor via email, and would then answer all of our questions in our GroupMe chat

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Field trips have always been wonderful ways of truly going above and beyond to teach a particular lesson. It makes learning authentic when you step out of what is ordinary, yet still relate it to what is being taught. For example, I was able to go on a spanish field trip in high school. We went to a mexican restaurant and spanish store, and had to speak spanish when ordering/shopping. This was very authentic because it took us our of our day to day educational setting and forced us to use what we learned in school, in a live situation.

Classroom immersion is another authentic characteristic I have recognized. All of my SPAN course are taught completely in spanish. This is a very authentic way of teaching, because it is relevant to us, as foreign language students, and inevitably prepares us for communication/interaction outside our day to day educational setting.

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I would say our Elearn site eCourseware is goal-directed because it contains all assignments, for the semester, in order by due date. This feature within eCourseware has saved me on multiple occasions where I have forgotten due dates or did not write them down, and I logged into the site, where I was able to see the dates right there on the course homepage. It helps me stay on track, in order to complete daily, weekly, and even semester goals.

Planned assignments like the ones listed in eCourseware, would also be considered goal-oriented, as the planning process allows you to accomplish the goal of completing the assignment. One experience, which occured this week, was regarding presentations. The goal is obviously to complete the presentation. However, step one, we were told, was to choose a date and topic, that we preferred to present on. Therefore it was an intentional characteristic.