The teaching and learning of the activity 1 employs the constructivist principle of Discovery Learning whereby learners are set to discover new information on their own within the learning settings through their interactions with the nature and problem solving techniques. In this approach of discovery learning, the instructor simply sets up the desired learning environment and allows the students to learn new information through their own personal interactions and manipulations with the learning objects.
Discovery Learning, as supported by John Dewey and Jean Piget, remains the best instructional method because students will learn on their own initiative and out of curiosity. In this context, the students will be motivated to taste various foods out of curiosity in an attempt to determine their tastes (sweet, sour, salty and bitter). Through problem solving approach, students will even go an extra mile to find out why different foods have different taste. Considering the practical nature of this teaching method, learners will take incorporate their actual experiences from nature that they have perceived by their common senses into the body of knowledge stored in their sensory system. Such information is kept in memory for a longer period hence qualifying Piaget’s theory of assimilation and accommodation as techniques of permanent learning.
For these reasons, learners will permanently learn and master taste of different foodstuff in their memory due to the acquired firsthand experience. Unlike expository methods of teaching, Discovery Learning gives the best learning outcomes in all categories of learners notwithstanding their entry behavior, past experiences, and test score levels.
The practical nature of the learning in both activity 1 and 2 enhances psychomotor stage of learners’ development whereby they learn how to put theoretical knowledge into practical use. According to the behaviorism theory, all the physical actions in the process of learning constitute behavior. During the psychological learning therefore, an individual (learner) modifies his/her own behavior under the stimulus (learning environment) to acquire the required information which in turn forms the body of knowledge in learners. This is the essence of Behaviorist Learning Theory as demonstrated in both learning activities (1 and 2).
The biggest success of the lesson is that students have the background information about the learning activities which are practical oriented. They enjoyed tasting their favorite food, drawing their images as well on the whiteboard. Drawing and coloring the post card turned out to be the biggest fun students ever enjoyed during the lesson. As such, they will be fully absorbed into classroom activities and learn with very little intervention of the teacher (Discovery Learning). The only challenge that a teacher will face is the large size of the class and supervising learning activities in all groups at the same time. Lack of recourse may also hinder teacher from achieving his objectives since only a sample of food, of a limited variety, was prepared. Similarly, some students may be allergic to some foods and there are possibilities of allergic reactions in the course of a lesson ranging from mild to chronic. Therefore, the teacher is running a greater risk of health hazard this lesson my pose to students.