Shivley (2015) describes constructivism as a theory of learning, concerning the construction

of meaning and growth, resulting from experiences which occur in the lives of individuals. It
is stated that interaction with other beings constructs knowledge, and is the basis for human
development. Learning theories describe frameworks which explain how information is
grasped, understood and remembered whilst learning.

Elements of constructivism which describe learning, express that learning is active,

constructive, authentic, cooperative and intentional.

In the three lessons outlined in the forward planning document, the concept of cooperative
learning is greatly prominent. The students are required to work in pairs to research and
construct a Padlet bulletin, displaying their gathered information. This work is cooperative as
it involves interaction with others to produce a product.

Authentic learning is also present in the three planned lessons. This is covered by researching
and writing about real-world contexts and situations, including adaptations which animals
have acquired over millions of years which assist them in surviving in their environments.
This ‘authentic’ aspect is also covered by searching for images of differing, real-world
environments for the construction of the Pic Collage.

The ‘constructive’ and ‘active’ aspects of learning theory are integrated into the three lessons,
via the reflection and discussion of work. During the final minutes of each class, some
students are asked to share aspects of their work to the remaining students in the classroom.
This allows for new meanings to be created in students’ minds, as well as the solidification of
ideas and knowledge, allowing it to be remembered for a more extended period of time.

Reference:

Shivley, J. (2015). Constructivism in music education. Arts Education Policy Review, 116(3)
128-136. doi: 10.1080/10632913.2015.1011815