Learning Theory

Statement.
Published By Samara Fry.
Our series of Science lessons based on the childrens literature
The Very Hungry Caterpillar
By Eric Carle.
The science lessons that we have created are underpinned by The Social
Constructivist Learning Theory. This is evident in the way that the lessons are
social and active and that the students are engaged and participating at all
times. Our four lessons are all hands-on experiences and are all supported by
common, modern day, classroom technology, such as iPads, Applications and the
Interactive White Board (IWB). Students are required to always work in teams,
pairs or groups where they can gather information and then share this
information with their peers.

Social constructivism focuses on an individual's learning that takes place

because of their interactions in a group. Social Constructivism is active,
constructive, authentic, cooperative and intentional in nature. We believe we
have covered all the aspects of Social Constructivism in our lessons as they are;

Active: The manipulation of information will stimulate greater

understanding.

This is achieved in all four of our lessons as the students are constantly up
out of their seats and taking part in hands-on activities and are fully
engaged in the required task.

Constructive: When experiences are integrated with prior knowledge and

reflected upon, a greater learning experience is provided.
In our lessons, the students are being questioned on their prior knowledge
before every lesson begins. The students are given opportunities to ask
questions and to listen to their peers information and gain greater
knowledge through the interaction of their peers.

Authentic: Learning in a real world context will be more effective.

All of our lessons include real-life examples of the content being taught;
for example, Lesson 4 contains real life caterpillars to be handled and
online information about how to handle them correctly. Lesson 1 contains
information on the QR codes about the life cycle of a caterpillar/butterfly.
Children see caterpillars and butterflies in their everyday life.

Cooperative: Learning is a social act. When interacting with others,

knowledge is given greater meaning and depth.

Our lessons require student cooperation as collaborative learning surfaces

multiple times. Rather than having students actively engage with a task on their
own for each lesson, all lessons include active engagement both with a task and
with a peer or group. This is evident in lesson one where the students are
required to form groups and hunt for information and build a mind map together.
This is also evident in lesson four where the students are asked to recount their
information and share it to their peers.

Intentional: Articulating goals is essential for meaningful learning.

Students are always aware of what is expected. The goals that they are working
towards are constantly displayed on the Interactive White Board as Lesson
steps
The students are aware that this is what is to be completed by the end of the
days lesson. Students are also constantly reminded of how much time they have
to complete a task and are rewarded with praise at the end of a completed
lesson.

Us as educators have a responsibility to ensure that the students are learning at

a level that they are capable of. We must ensure that we scaffold their learning
to achieve the best results. As educators, we do this by guiding the student
through their ZPD.

Lev Vygotskys Zone of Proximal Development (ZPD) is described as the

boundary between where children can cope individually and where they need
assistance.
The educators role is to provide instructions at a level just above a students
individual level of cognitive development but not so high that it has no meaning.
Teacher scaffolding provides initial support to ensure goals can be reached.
Scaffolding is cut down and slowly phased out as children begin to perform these
tasks on their own. In our lessons the teacher is constantly questioning,
observing and if needed, intervening. The educators are scaffolding the students
learning constantly until they student can manage on their own.