Learning Theory

Our Project Trees for Year 2s is

underpinned by evidence based
learning theory.
Students may work individually or in small
groups- children stay in control of the active
learning experience.
Educators listen to childrens ideas and engage
in conversations with individual students.
Educators support and extend childrens thinking
and build on knowledge.
Educators engage with students in what EYLF
(DEEWR, 2009) terms Intentional Teaching
(supporting many approaches to the curriculum).

According to the Australian Curriculum Framework

document the General Capabilities for ICT state that
Information and Communication Technologies
transform the way that students think and learn, and
give students greater control over how, when and
where they learn. Information and communication
technology choices in classrooms support interactive
and multimodal teaching and learning.
All four of the lessons planned for our Year 2 class allow
our students to collaborate in their learning, using
digital technologies, i-pads, an interactive whiteboard
and class computers. This method of teaching and
learning is identified as social constructivism.

Social Constructivism:
Social constructivist learning is typically active- the
manipulation of information stimulates better
understanding.
It is co-operative- based on the theory that learning is
a social act. Research has shown that when students
are interacting with others they gain more meaningful
knowledge. Throughout these four lessons students
engage with their peers in either pairs or groups of four.
Learning in this way is constructive- students are
building on prior knowledge as they progress through
the Trees Project.
Research has shown that learning in real world contexts
develops deeper understanding. The authentic
activities such as viewing video footage online and the

seed planting exercise in lesson four demonstrate

where this feature of social constructivism is included.
Students needs and outcomes are identified as the
lessons progress by ongoing monitoring. On completion
of the tasks the teacher and students use the evidence
gathered to reflect on student performance.
The outcomes are analysed to determine which aspects
should be given particular attention with students in
the next lesson.
By evaluating student learning and the processes used
decisions are made about further learning experiences
required. The effectiveness of the teaching learning and
assessment strategies is reviewed.
Content the students need to know, understand and do
for progress to be made is identified. The tasks and
environments through which the content can be taught
to facilitate progress are further developed. Different
resources are sought or effective resources are
identified and earmarked for continued use.
Lessons about Trees
Angela Riccardi

by Jenny Bloor and