Learning Theory

Constructivist Theory
    The constructivist theory of teaching expresses the concept that the most beneficial way to teach is by allowing students to actively participate in the learning process. Internet activities are a wonderful example of the constructivist method of teaching. Instead of students sitting and listening to facts, students can activly explore sites to do their own research . There are many opportunities for constructive teaching methods that can be developed that includes the usage of the desert explorers website.
  By using the site ‘Desert Explorers’ students may research wildlife whose natural habitat is the Sonoran Desert. They can relate to these creatures and plants because they may be spotted in the desert, that surrounds them. They may already know about these familiar examples,  but this site can give them new information that they can recall when exploring their surroundings. This site also creates a new opportunity for students to participate in active learning by exploring  pages and engaging in research. It also provides instructional activities that teachers can use in their classrooms that continue the act of discovery learning for their students.
Bloom's Taxonomy
    Blooms taxonomy is a leaning classification method that is broken into 6 levels and 3 domains. Teachers use blooms to help build lesson plans and learning objectives. Blooms is a great foundation to check for reliability of all assessments and objectives. It checks that instruction provides students with apropriate levels of mastery expectation . Blooms also encompasses three learning domains . Cognative domain checks for memory and understanding. Affective domain checks for physical examples  of understanding. Psychomotor domain provides demonstration of motor skill  mastery through behavior . The 6 building blocks are defined below with definitions of the concept and how the desert explorers site can be utilized to represent all levels of blooms taxonomy .

    ‘Desert Explorers' also effectively infuses all levels of Bloom’s Taxonomy. At the end of every subject, students may demonstrate their cognative recognition by taking a mini quiz that reviews the information supplied. For higher level learners, students may choose a higher grade level page that can be more challenging and exciting. For lower level learners, students may use a lower level page that can be more simplistic and eaiser for them to use. Kindergarten through third grade pages are written in third person this may allow students to eaieser relate to the material. For the fourth through six grade pages content is more in depth and supplies more information for the students to gather. Students may demonstrate psychomotor skills by chosing an interactive activity that all pages provide at the end. Extra websites are also provided so that students can participate in further research that is related to the content area.


Knowledge:The learner must recall information.Site tests students recognition of information presented with mini exam at the end of every page.

Comprehension:The learner understands what is being communicated by so that he could explain it to someone.The activities provided for the students to perform incorporate a new task to complete that is based on their knowledge that they gathered off of the site.

Application:The learner finds a practical use for in particular and concrete situations,by speaking in 1st person, it is eaiser for younger students to relate to the subjects and their functions. In the Desert Tortoise Activity, studentts apply their information gathered to create a habitat for the  native desert animal.

Analysis:The learner can break down parts and see how they work together. Content in pages are sepererated into clear categories, which makes it easy for the reader to learn facts broken into segments.

Synthesis:The learner puts together elements or parts to form a whole. Assessments have the reader recall information as a whole to perform test with 100% accuracy.

Evaluation: The learner can be assessed by evaluations that conclude every page. The learner can relate information gathered to complete activities that are provided.


Multiple Inteligence
    Teaching based on multiple inteligences targets the different personalities of students and the most attractive way for their way to learn. Although this method is harder to infuse with every lesson, it is a really fun way to inspire every student to learn. There are 9 differ t personalty types that students may possess . Individuals tend to have one or two leading intelligence traits. The following chart describes all 9 types the characteristics that define them and how they all may be applied in with the desert explorers website.
     This site targets numerous ways that supply children of different multiple intelligences to identify with content that is provided.
Logical/Mathematical: Student enjoys working with numbers and logical reasoning of explainations. Information that is discussed includes different numerical statistics that can be further demonstrated for students who enjoy working with mathematics.
Spatial: Student enjoys working with puzzles and activities that they can design with limited structure. They think 'outside the box'. This site provides numerous group activities that students can create that infuses knowledge with creative influence.
Linguistic: Student enjoys the process of developing a writing assingment and then presenting it to the class. This site is an excellent resource to give to a linguistic learner that would like to do a research project to present to the class.
Bodily Kinestetic: Student works well under active conditions, they like to move while they learn. This site is wonderful for group projects, if research does not excite them they can work on an activity that promotes movement.
Music: Student likes to work with music, poems and sounds. Videos created through XtraNormal and pictures  from various resources give artistic, linguistic and visual learners a summary of the information that will be covered.
Interpersonal: Students enjoy group activities. This site has many resources of activities that students can work with in groups.
Intrapersonal: Students that enjoys working independently. The site contains many fun quizes that students can do independently, or they may use any page as an example to create their own first person wildlife facts, for higher level students may also use this site as a template to create their own desert explorers website.
Naturalistic: Students enjoy working with life science and biology concepts. They enjoy nature and their natural surroundings. This site is based off of life science and after student has mastered content, they may recognize the habitat of many of these creatures when they explore their own surroundings.
Existensial: Students enjoy infusing their work with religious principals. They enjoy the benifit of spiritual success. This site can give existensial learners motivation to help the desert animals that live in their area.
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