Learning Theory Statement

Our four science lessons are interactive, engaging and create a fun experience for children, hence it
is underpinned by the constructivist learning theory. Constructivism involves learners building their
own knowledge by relating new concepts to what they already know (Marsh, 2010).
Constructivism has links in both Piagets and Vygotskys cognitive development theories (Marsh,
2010). It focuses on maximising student understanding through the use of collaborative learning
amongst students and doing rather than listening to instructions. Thus students dictate their own
learning instead of the classroom setting being teacher centered.
A significant part of our science lessons is the beginning of the lesson, being the motivation.
Throughout the lesson motivation the teacher provides stimulus and uses questioning to activate
students prior knowledge. This is vital for the children as they make relationships with what they
already know and with what they need to learn in the lesson. Students will either accommodate or
assimilate this new information (Marsh, 2010). Assimilation is where the learners take what they
already know and expand this with new information. Accommodation is when learners create space
to allow for new information and adjust what they already know (Marsh, 2010).
Lesson conclusions and time to reflect on what has been learnt is to equal importance as the
motivation, to allow students to strengthen their knowledge. Our lesson includes a variety of
reflective resources such as the use of QR codes to reflect on the lesson and having think-pairshares on the mat and finishing with a whole class discussion to summarise the learning.
When we present our lesson at Fremantle primary school we are aiming to follow the five attributes
of learning. This is displayed through
Active learning
Constructivist learning encourages students to take an active role in their learning. This can be seen
in our lesson when the children are completing hands on tasks such as using the iPads to produce a
book on the human body parts. Students are involved in peer discussion and cooperation when
taking in turns with who does what particular section of the task. In this case who does the audio
(voice over) and who takes the pictures of the body parts. The teacher constantly asks the students
questions throughout the lesson to involve them and ensure that everyone is engaged, participating
and on task.
Students need to be provided with the opportunities to use concrete materials to assist their learning
and promote greater understanding (Marsh, 2010). Concrete materials provides children with a
hands on experience, making their learning active and engaging. For example using concrete
materials such as the interactive whiteboard to make a human body (using their fingers to drag
different parts across a screen), will assist the children in a better understanding of how to identify
the body parts and where they are positioned on their own body. Also using materials such as
human body part bingo, children are involved in a game which allows for some peer competition,
this allows for the children to make better meaning of the topic.
Authentic learning
Authentic tasks involve students learning information and skills in ways that incorporate a real

world approach, this makes it relevant to students (Marsh, 2010). If students experience authentic
situations they are able to remember and retain more relevant information that they have previously
learnt from the lesson. In our lesson this is evident when the students are using iPads to use the app
book creator to create a book on their body parts. Students are going through an authentic process
to create their books, similar to how professionals would when making a book. This gives the task
a purpose which allows students to memorise the information.
Problems based discovery or inquiry learning is another way in which students can construct and
expand their knowledge. The teacher must take into consideration the ability level of the students to
be able to create relevant experiences for them to be able to retain and build understanding of a
topic. However, the teacher needs to also create a challenge for the students so they have a chance
to problem solve, thus the teacher needs to find the right balance in teaching new learning
experiences. When children experience the problem solving process they also expand on their
understanding as they are discovering solutions for themselves. This is evident in our lesson when
students participate in the body part bingo, and must match the correct body part called out by the
student helper with the picture that is shown on their board.
Vygotskys Zone of Proximal Development describes a boundary between where children can cope
individually and where they need assistance (Marsh, 2010). The teacher is there to scaffold the
students learning. It is vital that their role is to provide instruction at a level just above a students
individual level of cognitive development but not so high that it is frustrating for them (Marsh,
2010). If the level is too high children will not only be frustrated by they will lose interest and
motivation and just give up. Whereas, this is the same if the level is to low the children have no
challenges to confront. Teacher scaffolding provides initial support for early efforts to ensure
success can be reached (Marsh, 2010). In our lesson the teacher would constantly be intervening
and asking open ended questions and providing scaffolds to students when needed. The weebly
website is another example of this, as it assists students learning by providing all the necessary
tools and resources to get a clearer understanding of the human body.
Constructive learning:
Children construct their own knowledge and understanding of the world through experiencing
things and then reflecting on those experiences, this is known as constructivist learning. In our
lesson students are exploring the different parts of their body and what they are used for. The
students use their knowledge and understandings of what they already know about their body parts,
in relation to what they have experienced in the real world. For example the students are asked to
take photos of their body parts and identify and explain what they may use this part of the body for.
This allows students to reflect on these experiences as they share with the class and their peers
these experiences by creating a book.
Cooperative learning:
Is the natural social act of interacting with others. In our lesson all our activities are done in small
groups and within this they are done in pairs. This allows for the students to be involved in
discussion and develop cooperation skills and peer relationships. Students will work together to
achieve and reach the same goal, through making our lessons like this it will ensure that students
can learn off one another and contribute to group conversations.

Intentional learning:
The tasks that are provided to the students have an end goal. The teacher is able to see what the
students have completed and achieved by the end of the lesson. Thus it is important as a teacher we
make all the end results achievable and easily recognized so the students know what they are
aiming for. This is evident in all our activities such as using iPads to create a book of the human
body parts. The teacher is able to see if the students have understood the concept by receiving an
end product of their books on their iPads at the end of the lesson.

References:
Marsh, C (2010). Becoming a teacher: Knowledge, skills and issues (5 th ed.). French Forest, NSW:
Pearson Australia.