ITEC 800 Learning ID #3 Geer

1. CONSTUCTIVEXPERIENTIAL
LEARNING
I T E C 8 0 0 L E A N I N G I D # 3
N A T H A N G E E R

2. From: Baker, A., Jensen, P., Kolb, D. (2002). Conversational Learning: An Approach to Knowledge Creation. Wesport: Quorum

3. MOT I VATI ONAL
E XP E RI ENCE: C OLOR
Go on a Jungle Tour at the
conservatory of flowers in
Golden Gate Park. Students will
be assigned the task of taking
pictures of as many different
colors they can find in the
flowers. With permission,
collect single petals from
flowers growing outside
representing.

4. HA ND S - ON/ACTI VE
E XP E RI MENTAT I ON
Back in the classroom, have
students attempt to recreate the
colors they found in nature (using
the pictures they took, or petal
samples). Students will be given a
choice as to how they can achieve
this. Students may make colors
using:
-Food coloring and water
-Paint
-Transparency overlays
Technology
-Online color mixers
-Apps for color making

5. C R I TI CAL
R E F LECTI ON
Have students discuss in groups
what they found in attempting to
make various colors.
-What was the most difficult? Easy?
-What background knowledge did
you already have about colors?
-Where might these newly acquired
skills come in handy in real life?
-What professions use color?
-How do you think indigenous
people from log ago made color?

6. GR OUP C HA LLENGE
( AP P LICAT ION)
Students choose one particular
challenge to apply what they have
learned about color mixing. Students
must work in their group to complete
the challenge and then present their
end product to the class.
Challenges:
“The Baker”
“The Painter”
“The Interior Designer”
“The Florist”
“The Neanderthal”
“The Contractor”
“The App Designer”
Example Challenges
“The Baker”- You are baking a cake for the wedding of the
century! Your customers demand that you match the exact
colors of their wedding invitations. A pastel blue and orange.
You promise to make the icing for each layer to match the
colors! Challenge: Use these supplies (all supplies a baker
would need) to match the two different colors.
“The Neanderthal”- You finally trapped and killed that that
saber-tooth tiger! Now you need to paint your story on the
stone wall for all to see! The brown fur is so brilliant, you want
to make sure and capture that color as you paint your story
picture. Use these items (berries, leaves, rocks, etc) to recreate
your kill.
“The Interior Designer”- A new customer is hoping to get her
child’s bathroom remodeled by your company. She has
already met with two other design firms and they simply
haven’t been up to their satisfaction. She wants to bathroom
to perfectly match with the main colors from the movie Frozen,
her child’s favorite movie. Using your tools, come with a
design for the bathroom using only colors from the movie

7. JUSTIFICATIONS AND RATIONAL
The core of this lesson is based in constructivist thought, emphasizing the integration of interpersonal,
cultural historical, and individual qualities involving student development all in an authentic learning
environment (Tudge & Scrimsher, 2003). The primary objective is to have learner discover, in whatever path
they choose, how to mix colors together to get another color. The degree of accuracy is not specified, but
the scaffolding throughout the activity allows the learner to connect their own ideas. Students are given
tools, and some basic knowledge of color knowledge is assumed. However, even if a student has trouble
recalling basic color mixing rules, they quickly have the opportunity experiment making various colors. In
designing this lesson with authenticity in mind, I began to lean towards an experiential model more so than
a purely constructivist one. Granted, the experiential challenges are still simulated in a classroom
environment, but the challenges are designed to be as real as possible for the learner.
In grouping students, it would be important to keep in mind Vygotsky’s Zone of Proximal development. I
intentionally left off a specific age for this lesson, as it could be adjusted accordingly. But when grouping
students, it is vital to “focus on properties of the learner, including notions of a learner’s potential and/or
readiness to learn (Chaiklin, 1998).” For example, student’s abilities to collaborate with others and problem
solve, as well as their prior knowledge about color, should be taken into account before they embark on
their challenge.
Looking over the various learning models, led me to adapt the Kolb’s learning cycle to fit my lesson. The
most important aspect to this flow chart is that it allows to learner to revisit any part of their experiment at
anytime (no, they cannot go back to Golden Gate Park). After the motivational experience, it would be my
plan to go on to the hands-on experimentation, and then critical reflection before the challenges are given.
However, based on the learner’s experience and age level, it could also be done in reverse; give the
challenge, then have the learner move through the different stations as they deem necessary.
The timing of this lesson would most likely be close to 5 class periods, so about a week’s time.

8. WORKS CITED
Images found at:
• http://www.thebakerskitchen.net/ProductImages/cakedecorating/food_coloring/Powder_Food_Color.jpg
• http://paletton.com/widget/
• http://paintoutside.com/wp/wp-content/uploads/2015/04/Oil-paint_tubes.jpg
• http://s3.amazonaws.com/libapps/customers/1594/images/Brainstorm2.jpg
Baker, A., Jensen, P., Kolb, D. (2002). Conversational Learning: An Approach to
Knowledge Creation. Wesport: Quorum. 10/30/15 from:
http://projects.coe.uga.edu/epltt/index.php?title=Experiential_Learning
Chaiklin, S. The Zone of Proximal Development in Vygotsky's Analysis of Learning and
Instruction. Vygotsky's Educational Theory in Cultural Context, 39-64.
Scrimsher, S., & Tudge, J. (n.d.). The Teaching/Learning Relationship in the First Years of
School: Some Revolutionary Implications of Vygotskya's Theory. Early Education &
Development, 293-312.
Vygotsky’s Social Learning Theories, Chapter 6. Accessed through Blackboard at:
https://ilearn.sfsu.edu/ay1516/mod/folder/view.php?id=151046