Learning Theory Statement

Our series of Science lessons which are based on The Five Senses, is
underpinned by a constructivist learning theory. Constructivism is a
theory which involves building your knowledge by relating new
concepts and ideas to what they already previously know. Learning
is something which is achieved through experiencing ,being active
learners and being able to work collaboratively. Throughout the
sequence of our Four lessons the students have a mixture of
working collaboratively and independently. Our lessons are quite
child led because children learn best when they are given the
opportunity to discover and explore on their own terms. The
students are creating their own learning structure and route
because they are exploring at their own free will. We did feel as
though the children needed some assistance because of the fact
that they are so young but in saying that the lessons are still quite
child led because they are able to explore in their own particular
way that suits them(Menagh, 2009).
A part of our lesson which demonstrates a great deal of significance
is our motivations for the lessons. At the beginning of each of the
lessons the teacher provides engaging and stimulating questions
and ideas which get the children intrigued into what the lesson is
going to be about and asking them to activate their prior knowledge
of what theyre going to learn. This is something which cannot be
stressed enough because it gives students the opportunity to make
the connection about what they have learnt to what they previously
knew. By doing this and making these connections the child is
stretching out of their ZPD (Zone of Proximal Development) and
Accommodating for the new information which has been learnt
(Menagh & Franken, 2008). When concluding the lessons it is crucial
to ensure they end with the children relaying back to their peers and
the teacher what they have learnt that day because it helps the
teacher to assess whether this lesson has helped the child and he
concepts have been understood. Theres no point in having a lesson
if the child did not learn anything from it. In each of our lessons
weve included a lot of sharing circles at the end of the lessons to
give children a chance to discuss and ask questions and we also
have a lot of think- pair- sharing because it allows children to display
their prior knowledge and piggy back ideas from others also.
Constructivist Learning encourages students to take an active and
engaged role in their learning (Marsh, 2010). This is evident
throughout our lessons because students are learning and
completing tasks that are hands on such as handling materials that
are sensory rich, using Ipads when walking around the classroom to
find QR codes, when going outside to look for photos and materials
that will identify things they love about their senses. To ensure the
children are engaged in their learning the teacher continuously asks

questions and creates sharing circles for opportunities to say what

they have learnt (Marsh, 2010). Children in the early years setting
need activities that are authentic and allow them to complete tasks
that involve real world/ real life approaches and it is the teachers job
to then make those tasks relevant to the young students(Marsh,
2010). This is what the children are doing when exploring the fives
senses and creating their book, they are relating it to the things
surrounding them and real world surroundings and applying it how it
is relevant to them.
Throughout our lessons we have a lot of inquiry based learning, for
example asking lots of questions, stimulating prior knowledge, think
pair sharing etc. These are incorporated into our lessons because it
is another way in which a child can learn effectively. When children
are asked questions it stimulates their brains and although they may
have some knowledge it provokes them to explore and find out
more things about the topic that they are learning about, in this
case The Five Senses, the questioning maximises their
understanding (Marsh, 2010). Through the questioning maximising
the understanding of children it allows them to have the chance to
discuss new findings with their fellow peers( working collaboratively)
and makes them want to share what they have learnt but most of all
it makes them want to learn.
As mentioned previously in this statement Lev Vygotskys Zone of
Proximal Development explains that a child is in a particular spot
where they can work individually without assistance and then you
have the spot where if you challenge a child they could be but some
assistance might be needed along the way and this is called
scaffolding( Menagh & Franken, 2008). Scaffolding is where there is
assistance and support provided for the child to ensure that they
reach their achievement(Menagh & Franken, 2008). Throughout our
lessons we have created a comfortable range for the students to
begin with a gradually begin to push and challenge them a little
more and it is evident that we provide a steady scaffold for them
until they feel as though they are fine to do it on their own. The
weebly site in which we have created about The Five Senses would
create a scaffold type resource for children to learn with because it
provides interactive and concise activities and links leading them to
exactly what they need to know in order to be able to learn
effectively and pleasurably.
The Science teaching and learning experiences which revolve
around The Five Senses are heavily supported by constructivist
learning approaches because the students actively participate in
tasks which allow them to be critical thinkers, problem solvers and
to use tasks which are of authentic use to them. It is also heavily
supported by the Constructivist theory because the tasks on the
site are solid materials which can assist and facilitate them in their
construction and development of knowledge(Marsh, 2010). Overall

the most important thing to ensure the lesson has been taught
correctly is the effort and the collaboration which has been made
between students and teacher.

By Tahlia
References :
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues
(5th ed.).
French Forest, NSW: Pearson Australia.
Menagh, S., & Franken, M.(2008). Children, family and the
community: A resource guide for units 1A and 1B.
Cottesloe, W.A.: Impact Publishing.
Menagh, S. (2009). Children, family and the community: A resource
guide for units 2A and 2B.
Cottesloe, W.A.: Impact Publishing.