1.

0 INTRODUCTION

Customarily, every teacher's goal should be to encourage their students to use their
minds to their maximum capacity. As educators, it is our absolute duty to guide students in
identifying effective talents that they already possess in order to help them achieve more in
life under any circumstances. Mariam, for instance, has to teach an inclusive classroom
which consists of students with various levels of English language proficiency. It is also
stated that two of the low proficiency students suffer from Attention Deficit Hyperactivity
Disorder (ADHD). Nonetheless, with Vygotsky’s Constructivist Learning Theory and its’
principles, Mariam can assuredly cater to the educational needs of her students.

2.0 CONCEPTS

2.1 VYGOTSKY’S CONSTRUCTIVIST LEARNING THEORY

Vygotsky stresses that knowledge is constructed by social contact between the

learner and their social surroundings. According to McLeod (2020), Vygotsky's constructivist
learning theory emphasises the importance of social interaction in the construction of
cognitive development. More Knowledgeable Others (MKO) and Zone of Proximal
Development (ZPD) are two essential principles of Vygotsky's constructivist theory. In
addition, instructional term such as "scaffolding" whereas a teacher or more knowledgeable
peer assists a learner to accomplish a task successfully is pertinent as well in Vygotsky's
constructivist learning theory.

2.2 INCLUSIVE CLASSROOM

Inclusive education is an approach to schooling in which students with many different

kinds of disabilities and learning needs are educated in classes with non-disabled and
typically developing students (Kirschner, 2015). In an inclusive classroom, students who
require additional supports and services are placed to learn alongside their non-disabled
peers. In spite of the differences between the students, it is a must for teachers to look at
their students, on the lower proficiency side, from a point of view of his or her strengths
rather than weaknesses. Therefore, it is absolutely important for teachers to plan their
lessons accordingly to ensure that it brings fulfilment to everyone's educational needs
without creating any disequilibrium in the classroom.
3.0 VYGOTSKY’S THEORY’S PRINCIPLES

As disclosed earlier, Vygotsky constructivist learning theory emphasises the

significance of social interaction in cognitive development. This indicates that even in an
inclusive classroom, effective learning is possible, so long the teacher is capable of
scaffolding the students properly and encourages social interaction among the students. For
instance, a teacher can encourage social interaction among the students via their seating
arrangement, placing one student of high and average language proficiency around the
class so that they are able to assist other students when needed. Vygotsky firmly believes
people learn better thru interactive activities (Kurt, 2020). Hence, activities such as
productive discussions, constructive feedback and collaboration with more knowledgeable
others are highly recommended in an inclusive and constructivist classroom as learning is an
active process.

The instructional term ‘scaffolding’ used in the theory is indisputably crucial in an

inclusive classroom, especially children with ADHD in Mariam’s classroom. Students with
ADHD tend to get distracted easily, having difficulty to stay focused for a long period of time
and at certain times, fail to pay close attention to details. Thoughtful and passionate teacher
will not follow a textbook wholly all the time and will make changes to make it more relevant
to learners’ needs, levels and learning styles (Bao, 2015). ZPD introduced in Vygotsky’s
theory is strikingly beneficial for students who require extra support. It relates to what an
individual can do independently, what an individual can achieve with guidance and
encouragement from more knowledgeable others and what the individual cannot do.
Teachers have to keep this in mind and apply a suitable teaching strategy in an inclusive
classroom.
4.0 ACTIVITIES SUGGESTIONS

There are many activities that a teacher can conduct in an inclusive classroom,
however, English Scavenger Hunt shines brighter than the rest. Perfect to teach preposition,
teachers will need to prepare a page of questions that require them to hide items in specific
places beforehand. The questions must have students run around as they seek for answers.
To work this activity, the teacher must divide students into small groups, preferably a group
that consists of students with different levels of language proficiency. This activity
encourages them to work interactively as a team and provides the ADHD students the
opportunity to be physically active and engrossed in the activity.

Another activity to try in an inclusive classroom will be constructing sentences using

Lego blocks. As sentences come in three forms; simple, compound and complex, it is an
adequate activity to all levels of learner. Students with low language proficiency can begin
with constructing simple sentences with the help of a teacher’s scaffolding. For example,
teachers can help the students differentiate the subject, verb to be, and predicate while
students with high and average proficiency can work on compound and complex sentences
instead. Nonetheless, students with ADHD must be given breaks in between the activity and
their work load must be lessen to ensure they do not lose their focus.

5.0 CONCLUSION

In conclusion, it is evident that Vygotsky’s constructivist learning theory is undeniably

beneficial for Mariam’s inclusive classroom. It does not only cater to students with high level
of language proficiency but to those who require extra support as well. Therefore, Mariam
should apply Vygotsky’s learning theory in her classroom to get the best out of her students.
6.0 REFERENCE

Bao, D. (2015). Flexibility in second language materials. The European Journal of Applied
Linguistics and TEFL, 4(2), 37–52.

Kirschner, S. R. (2015). Sage Encyclopedia of Classroom Management. Sage.

Kurt, S. (2020, July 11). Lev Vygotsky – Sociocultural Theory of Cognitive Development.
Educational Technology. Retrieved March 16, 2022, from
https://educationaltechnology.net/lev-vygotsky-sociocultural-theory-of-cognitive-
development/#:~:text=As%20such%2C%20Vygotsky%20outlined%20three,their
%20role%20in%20the%20community.

McLeod, S. (2020). Vygotsky's Sociocultural Theory of Cognitive Development. Simply

Psychology. Retrieved March 16, 2022, from
https://www.simplypsychology.org/vygotsky.html#:~:text=According%20to
%20Vygotsky%20(1978)%2C,as%20cooperative%20or%20collaborative%20dialogue.