LEARNING THEORY

STATEMENT

A constructivist learning approach is one that facilitates different learning styles

through scaffolding; it is a theory about how people learn. Meaning is constructed
through experiences and reflecting on understanding and knowledge of the world.
There are five elements to constructivism. These are active, constructive,
authentic, cooperative and intentional. This document will outline how these
elements are incorporated in our four lessons.

ACTIVE
Lesson 1: This lesson is an investigative-based lesson, focusing on using their own and their friends
bodies as a starting point for further knowledge. This lesson allows the students to be active in
constructing their own knowledge.
Lesson 2: In this lesson, the children will be actively involved in making sense of their new knowledge
through age appropriate activities that will help them to synthesise their information.
Lesson 3: Children will use the microscope in an investigative way. The gained information will be used
throughout continuing activities to ensure a greater understanding.
Lesson 4: This lesson is contains hands on experiences for the students. They are engaging in activities
that require them to use their knowledge and refine their understandings.

CONSTRUCTIVE
Lesson 1: This lesson is very hands on and interactive. Students can work at their own pace and either
build upon prior knowledge they may have on the subject, or construct new knowledge based on their
own needs and level. The students also have time to reflect on what they have learnt by looking at their
created work and photographs.
Lesson 2: This lesson reflects upon the previous lesson. It builds upon what they already know, to
deepen their understanding.
Lesson 3: Human body parts prior knowledge integrated with constructing insect body part knowledge.

Lesson 4: This lesson allows the students to reflect on what they learnt in the previous lesson, and
synthesise their information and deepen their understanding of insects and their features. This lesson
acts as a reflective lesson, and time to discuss with their peers what they have learnt.

AUTHENTIC
Lesson 1: This lesson incorporates a variety of activities that the students enjoy and can easily engage in.
Students are very familiar with play-dough, and it is being used in a way that the students are able to
enjoy the task while still processing information.
Lesson 2: This activity utilises games that children will be familiar with in their everyday lives. The use of
iPads as the ICT resource, provides the students will the skills they will need moving forward in their
education. The students will most likely need to be skilful in using these ICT resources, as they will come
across them as they move further through schooling.
Lesson 3: Learning about insect body parts relates to a real world context. The students will be able to
easily engage and enjoy the activity.
Lesson 4: By using recycled materials, this provides a meaningful context for the students to learn about
sustainability. By incorporating this into their lessons, they can become aware of the importance of using
recycled materials and the process of recycling.

COOPERATIVE
Lesson 1: This lesson allows the students to work together to build upon ideas and co-created knowledge.
By working together, the children can synthesise information in new ways, through multiple
representations.
Lesson 2: Students will be working in small groups for this lesson. This allows for discussions to take
place, and collaborative learning.
Lesson 3: This lesson allows the students to work individually, in small groups, or as a larger group
depending on the task. Social interaction is an important part in the learning process.
Lesson 4: Students will be working together to complete problem solving tasks. The students can build on
each others ideas, and work together to solve problems that may be beyond some of the students
learning level.

INTENTIONAL
Lesson 1: The students are aware of the lesson goals and how they are going to get there.

Lesson 2: The teacher intentionally follows on from what the students learnt in the previous lesson on
the human body. The tasks in this lesson draw on this knowledge and intentionally help the students to
go further.
Lesson 3: The children are able to be leaders of their own bug investigation. The lesson is very child-
centred. They work at their own pace, and set their own goals to gain information and work through the
activities.
Lesson 4: The teacher sets up a scavenger hunt in the classroom with a purpose. The students work
through the hunt with their peers, at their own pace. Although it is an investigative task in nature, the
teacher has created the task with intention to find out what the students know.

All four lessons draw upon multiple theoretical perspectives. Vygotskys

sociocultural theory plays a significant role in the way the environment is
constructed throughout these lessons. The lessons allow for multiple opportunities
for students to discuss their findings, investigate with peers, and be guided by the
teacher to further their knowledge and be scaffolded to new understandings.