Underpinned learning theory

Information communicative technology is embedded in this Humanities and Social

Science forward planning document over the course of ten weeks and is built on the

principles of the social constructivism learning theory and the flipped classroom theory.

Social constructivism is stemmed from the belief that in order to learn, students

need to communicate, interrogate, investigate and share ideas amongst their peers. In

other words, learning is a social process. Underpinning this theory to plan for learning

experiences can assist students with consolidating knowledge as well as extending them and

possibly providing alternative perspectives to a topic.

In the planned document, students are expected to work together in teams on

multiple devices to collate information and share ideas and opinions. Rather than having

one person who scribes, technology allows all students to actively participate and type their

answers down. An example where social constructivism is seen in the classroom is the

simple teaching strategy of think, pair and share combined with the quiz, Plicker. Students

are given the opportunity to discuss their ideas with their peers and make sense of the

question and pick an answer that best suits the question.

The flipped classroom is a teaching methodology that converts the outdated didactic

approach of teaching to a classroom which demands for active participation from the

students at their own pace (Altemueller & Lindquist 2017). The flipped classroom approach

is inherently incorporated into the forward planning document to give students a sense of

responsibility and accountability for their own learning. In week nine of the forward
planning document, students work in teams to create an action plan to protest against a law

or rule they do not agree with. The teacher’s role is congruent with the role of a facilitator.

They are there to support students to achieve and learn at their own speed to reach their

potential. It is an inquiry-based learning that involves the learner to question their learning

and meet an expectation based on a set criterion.

Reference:

Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education 3-

13, 34(3), 243-257. doi:10.1080/03004270600898893

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive

learning.British Journal of Special Education, 44(3), 341-358. doi:10.1111/1467-

8578.12177