REFLECTION

This activity’s value lies in its connection to both the primary and secondary-source aspects of the first two outcomes.  Personally, competition and role playing are not something that I connect well with, and as an introvert I imagined a live classroom role play as something intimidating and was relieved that its online presence would feel less personal, though it still involved a desired level of emotion from its players that is not something I typically enjoy.  However, in reading secondary source-work about the efficacy of classroom role plays and simulations, I reflected on the ways in which teachers do and should adjust their classroom to respect the learning styles of all students within its walls. Like with a research project topics, giving students the power of choice in how they demonstrate their learning while still achieving the rubric's goals rather than adhering to a set of rules.  Unless those rules (how to write an essay or how to negotiate) are part of the desired learning outcome, choice can allow students to show their learning in a way that respects the classroom showing mastery of skills and content in a way that reflects genuine learning rather and respects and their personal learning styles. When I hold classroom discussions, I often do them in an online chatroom so that extroverts do not dominate the conversation, but I know that choice often frustrates the extroverts, who get excited to come to class and punctuate their research with gestures and tones that support their argument and do not translate online.  The Council of Nicaea helped me see the importance of adjusting my practices for student choice: half the room set aside with tables for face-to-face discussions and half of the room set aside for the online chat. In both cases, students support their conclusions with primary sources and historical details, but the method of delivery respects their individualism.