This brainstorming would be an imaginative exercise, as well as encourage students to work together. Then, students could present their findings to the class in the form of a dialogue. The sharing of information in the form of a play would further spur social modeling and creativity. Requiring students to imagine what if scenarios enables them to illustrate that they have truly assimilated the lesson material and comprehend its basic principles, and do not focus on reciting facts by rote: “Internalization refers to the process of learning — and thereby internalizing — a rich body of knowledge and tools of thought that first exist outside the child” (Lev Vygotsky and Social Cognition, 2008, Funderstanding). Presenting a short dramatic scenario would also energize students who are kinesthetic (hands-on) rather than verbal learners.
In the case of the first exercise, students would be assessed in terms of their visual recall by being asked to create their own drawing of an aspect of the printing press history they felt was left out of the original sequence of drawings provided by the teacher.
This would force them to extend the social modeling of observing the original pictures and allow them to use their own visual intelligence and input. In the second instance, when students reported their findings to the class in the dramatic presentation, they would be assessed upon how well they worked with their fellow students, upon their mutually-demonstrated creativity, and how their presentation reflected the knowledge that was supposed to have been gained from reading the passage.
Lev Vygotsky and Social Cognition. (2008). Funderstanding. Retrieved February 17, 2011 at.