1. Behaviorism:

• Learning Activities:

  • The digital app will provide interactive exercises and quizzes with immediate feedback, reinforcing correct answers and providing opportunities for correction. This aligns with behaviorist principles of reinforcement and repetition.

  • Gamified elements, such as points, badges, and leaderboards, can be incorporated to motivate and encourage continued engagement.

• Assessments:

  • Formative assessments, such as quizzes and short response questions, will be embedded throughout the learning activities (for both online and in-class) to provide immediate feedback and monitor progress.

  • Summative assessments, such as project presentations, can be used to evaluate overall learning and mastery of key concepts.

• Engagement Strategies:

  • Positive reinforcement will be used to encourage participation and effort, such as awarding badges for completing tasks or achieving milestones.

• Strengths:​

  • Provides a structured approach to learning, with clear objectives and measurable outcomes.

  • Encourages consistent engagement through positive reinforcement and immediate feedback.

  • Aligns with the developmental stages of young learners.

• Limitations:

  • Does not fully address the complexities of cognitive processes and knowledge construction.

  • May not be suitable for fostering higher-order thinking skills like critical thinking and problem-solving.

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2. Cognitivism:

• Learning Activities:

  • The learning content will be chunked into manageable segments (short videos, stories and songs), presented in a clear and organized manner, and incorporate multimedia elements to facilitate dual coding and reduce cognitive load.

  • Activities will be designed to activate prior knowledge and encourage learners to connect new information to existing schemas. (Topics like Island Habitats)

  • Scaffolding will be provided through hints, prompts, and guidance from teachers and peers, supporting learners within their Zone of Proximal Development (ZPD).

• Assessments:

  • Formative assessments, such as concept maps or think-aloud activities, can be used to assess understanding and identify areas where learners may need additional support.

  • Summative assessments, such as essays (the main idea is to incorporate a journal entry, that which needs to be further developed) or projects, can be used to evaluate learners' ability to apply knowledge and synthesize information.

• Engagement Strategies:

  • Learning activities will be designed to be relevant and meaningful to learners, incorporating real-world examples and connections to their interests.

    • Such as building persona masks out of card board when the topic is about self reflection and understanding emotions

    • OR building diorama's when it comes to topics of nature habitats

  • Opportunities for reflection will be provided to encourage learners to think about their thinking and monitor their learning process.

• Strengths:​

  • Provides a framework for personalized learning and individualized support.

  • Promotes deeper understanding and retention through meaningful connections and schema building.

• Limitations:

  • May not fully address the social and cultural aspects of learning.

  • Requires careful consideration of cognitive load to avoid overwhelming learners.

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3. Social Constructivism:

• Learning Activities:

  • Collaborative projects and group discussions will be incorporated to encourage peer learning, knowledge sharing, and the development of social skills.

  • Learners will be encouraged to engage in transactive discussions, where they justify their thinking, challenge each other's ideas, and co-construct knowledge.

  • Inquiry-based learning activities will provide opportunities for learners to explore, experiment, and discover knowledge through their own investigations.

• Assessments:

  • Group projects and presentations can be used to assess collaborative skills, communication, and the ability to apply knowledge in a social context.

  • Peer feedback and self-reflection activities can be incorporated to encourage learners to evaluate their own learning and that of their peers.

• Engagement Strategies:

  • Creating a supportive and inclusive learning environment where learners feel comfortable sharing their ideas and perspectives.

  • Providing opportunities for learners to contribute to the learning community and share their knowledge and expertise.

  • Encouraging a culture of respect for diverse viewpoints and perspectives.

• Strengths:

  • Fosters a sense of community and belonging.

  • Encourages peer learning and knowledge co-construction.

  • Promotes the development of social and communication skills.

• Limitations:

  • Requires careful planning and teachers to have strong facilitation and interpersonal skills, to ensure effective collaboration and equal participation.

  • May not be suitable for all learning objectives or individual learning styles.

** Integrating learning theorists, Piaget, Vygotsky, and Bruner:

• Piaget: The minicourse considers Piaget's stages of cognitive development, ensuring activities are age-appropriate.

• Vygotsky: Vygotsky's ZPD and scaffolding are incorporated to provide individualized support and guidance, while mixed-age grouping fosters peer learning and knowledge co-construction.

• Bruner: Bruner's "spiral curriculum" is utilized to revisit concepts at increasing levels of complexity, ensuring gradual progression and deeper understanding.

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Ultimately the course aims to effectively leverage the strengths of each learning theory to create a rich and engaging learning experience that fosters a love for the Dhivehi language and empowers learners to become active, collaborative, and self-directed learners