This learning example uses a combination of learning theories.

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The first portion of the class as described in paragraph one, follows the classic Behaviorism model. There is a reading assignment in a textbook followed by a multiple choice exam. The instructors have clearly defined the correct responses expected to each question. Even the role play exercise that follows is clearly defined in terms of stimulus and response: Brown-eyed participants give orders. Blue-eyed participants follow orders. 

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Each group followed the directions and shared the same learning activity; however, the blue-eyed group had an emotionally charged experience that gets shared through the teachers' open-ended questions. This happens in Constructivist learning because students interpret the same information differently (McLeod, 2014). This also occurs because the instructors were asking open-ended questions and not assuming the role of "sage on the stage."

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As the brown-eyed participants defended themselves by saying they were following directions, the blue-eyed students elevated the conversation to whether slave owners were right because they were operating within the law (ie following directions). These learners were constructing their knowledge actively through questioning (McLeod, 2014).

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Through the class arguments, most of the students started making the connection between the role play and actual slavery. The students were learning through interaction with peers (David L., 2016).

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