Statement on Learning Theory

The overarching pedagogical basis for this lesson is Lev Vygotsky’s Social Constructivism, which is a
pedagogical theory which argues that student understanding is dependent upon the learning context
(Vygotsky, 1978). While some of the five attributes of Social Constructivism are more heavily
emphasised across the forward planning document, there are elements of all five evident throughout
the lessons. Firstly, the lessons are active in that they themselves are creating the products using a
personal engagement with ICT tools (Vygotsky, 1978). The constructive attribute of Social
Constructivism holds the most prominence throughout the lesson, as scaffolding is a cornerstone that
spans the entire document, evident in the gradual release of workload; that is, the content and
activities are planned in such a way that they flow over the three lessons, building off completed
activities in the case of the Book Creator, and prior knowledge established in earlier lessons and mat
sessions (Vygotsky, 1978). Scaffolding is also pertinent in the key questions asked of students, as it
reshapes the way problems are expressed to students into such a way that they access their prior
knowledge to form new meanings and ideas (Vygotsky, 1978). The authenticity of the lesson derives
from the overarching curriculum link, to be able to recreate stories creatively. This is a skill that is
exercised in everyday life, and is critical for students to learn early to develop the critical thinking and
social skills needed to become active citizens (Vygotsky, 1978). Thus, each of the eleven activities
have been designed and planned to hone skills that can be transferred to real world situations, such as
performance art or recounting events (Vygotsky, 1978). Due to the nature of group rotations,
cooperation is a key aspect that defines the structure of the lessons, requiring the teacher to plan
activities that implore collaborative thinking. All of negotiation skills, group-problem solving and
interpersonal competency are explored, challenged and developed as a result of the planned lessons
(Vygotsky, 1978). The student-led independent nature of most lessons will provide opportunities for
students to establish their own goals of what needs to be completed during the task, and works in
collaboration with the cooperative aspect, in that they are required to communicate these goals with
each other to form steps on how to attempt each activity, therefore fostering the forming automaticity
and learner control (Vygotsky, 1978).

References
Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press