Learning theory:

Social constructivism is a theory is a theory defined by utilising student’s unique pathway to

attain understanding of a specific topic unique pathway to attain understanding of a specific
topic (Palincsar, 1998). This is done through learner’s engagement in an environment or
other people and allows for an understanding built on previous experiences (The University
of Sydney, 2018). This approach optimises the following five ways of learning; active,
authentic, constructive, cooperative and intention (The University of Sydney, 2018).
Incorporated in the three-lesson plans targeting the science curriculum aims for students to
take an active role in their own learning, building on from their prior knowledge. By the
lessons having a very hand on approach leaves the students engaged reflecting their overall
participation in the learning, by creating various ICT resources and work samples (Vijaya
kumara, 2014). It is important that the lessons weren’t constructed in way of the teacher
using explicit teaching but rather the teacher being a facilitator in the lessons, a very
fundamental aspect of Vygotsky’s social constructivist theory (Vijaya kumara, 2014).

Authenticity is used throughout the lesson as the students influence the creation of their
work shown through their completion of explain everything which incorporates screenshot,
text, voiceovers etc. The lesson incorporates cooperative learning because group
collaboration on google slides is required and is considered highly necessary as the impact
of interacting with others and the environment has a large effect on the student’s ability to
sustain the learnings. Intentional learning is shown as the teacher has given purposeful and
deliberate thought into each lesson whilst students are focusing on broadening their
knowledge in the learning area (The University of Sydney, 2018). With the combining of the
five learning elements of the social constructive approach embedded into the three-lesson
plan for science curriculum, students have the potential to maximise their opportunity to
develop new knowledge in the leaning area (The University of Sydney, 2018).
 References

A Sullivan, P. (1998). Social constructivist perspectives on teaching and learning. Annual

Review of Psychology, 49, 345-75. Retrieved from

http://libproxy.murdoch.edu.au/login?url=https://search-proquest-

com.libproxy.murdoch.edu.au/docview/205845573?accountid=12629

The University of Sydney. (2018). Constructivism. Retrieved

from http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/co

nstructivism.shtml

Vijaya kumari, N. S. (2014). Constructivist approach to teacher education: An integrative

model for reflective teaching. I-Manager's Journal on Educational Psychology, 7(4),

31-40. Retrieved from http://libproxy.murdoch.edu.au/login?url=https://search-

proquest-com.libproxy.murdoch.edu.au/docview/1693776369?accountid=12629