Social Constructivism is the way in which knowledge is constructed through the interaction with others.

The construction of lessons are based around group interaction and sharing of ideas through the use of
everyday language and language that may or may not be familiar with one another such as descriptive
language (Macnish & Jongste, 2019). Working in groups, students can bounce ideas off each other, and
in turn, gain knowledge through new experiences of working with one another. Students are able to
experience learning through collaborating with peers in a team as they are all working towards
achieving an end goal.

Having a social constructivist foundation to teaching, learning becomes active, constructive, authentic,
cooperative and intentional (Macnish & Jongste, 2019). The attribute of cooperation is largely
emphasised in these lessons as it reflects the notion that learning is a social act and knowledge is given
greater depth and meaning when interacting with others (Macnish & Jongste, 2019). The aim is to
construct a well thought out narrative within a group, record, perform and present this to the class. This
brings the structure of a narrative to life, and keeps the task objectified, yet still open-ended for students
to experiment and be a part of different experiences during their time on this project.

As a constructivist teacher, the regular questioning of students throughout the project, allows reflection
of students own understanding and apply this to what they know or can further learn within an activity
(Macnish & Jongste, 2019). Engaging with students throughout lessons supports teacher directed
activities and aids in student directed activities where the teacher can support various teams in different
ways during planning, rehearsing and finalising stages on the lessons.

A social constructivist classroom is centred around student directed learning (Macnish & Jongste,
2019). These lessons provide a space for students to construct their own knowledge, and through the
use of ICT, this can be done in an active, constructive, authentic, cooperative and intentional way
(Macnish & Jongste, 2019).