Student Quizz Synopsis...

According to Marzano and Pickering (2006, p. 43), many cognitive psychologists see knowledge falling into two categories : Declarative knowledge - what the learner knows, and Procedural knowledge - what the learner is able to do. Acquiring and internalising knowledge requires both a declarative and procedural component in most instances. To put it simply, knowledge is not meaningful unless you understand what you are doing and doing what you understand.
Even though the educational setting I am placed with at this moment does not allow for the student use of technology, the design of Learning Experience Plans that focuses on students working in groups and developing their own quizzes online would follow a procedural knowledge path of acquiring and integrating knowledge, that is:

• Constructing models: have the students decide what questions they want on the quiz and also knowing the answers as well as false answers for different variety of quiz questions in these programs. Enter these questions onto the online quiz.
  
• Shaping: have the students review the model quiz online, to see if any changes need to be made concerning the content and if the questions are really applicable to the content area.
  
• Internalising: share the online quiz with the other groups in the class and practice their quizzes, suggest any changes that could be beneficial to other groups and accept the comments from other group to see if it enhances your quiz.

Integrating technology into classroom tasks, enhances the meaningful acquisition of procedural knowledge for students. Although the design would follow a procedural knowledge path, the students declarative knowledge is utilised through the whole design process. Students win both ways.

Dominique

References;
Marzano, R., & Pickering, D. (2006). Dimensions of learning: teacher`s manual (2nd ed.). Heartherton, VIC, Australia: Hawker Brownlow Education.