Social constructivism is defined as a sociological theory based on how people learn
(“Constructivism as a Paradigm for Teaching and Learning”, 2019). This is seen through
individuals constructing their own understanding throughout the development of socially
situated knowledge and identifications of those around them and the world. This is
constructed through interactions with others, experimenting and reflecting on specific
experiences (“Education Theory/ Constructivism and Social Constructivism”, 2019).
In the classroom, it is usually identified as reassuring learners to use lively methods to
produce additional knowledge and to replicate on the talk about what individuals are doing
and in what way their understandings are altered ("Education Theory/ Constructivism and
Social Constructivism", 2019). As teachers, rather than just telling students to answer,
constructivist learning environments engage learners in knowledge construction through
collaborative activities that embed learning in meaningful context and through reflection on
what has been learned through conversation with others ("Constructivism as a Paradigm for
Teaching and Learning", 2019. For example, using ICT can enhance this learning system
vitally in order for individuals to think and self-regulate throughout learning and the
responsibility that students partake in during their educational curricular activities, created by
the classroom educator ("Constructivism- Learning and Teaching", 2019). In the classroom,
reassurance must be continually used on behalf of learners to assess how the activity is
helping them increase understanding.
Five attributes of Social Constructivism.
1. Active
Manipulation of information (e.g. by using a spreadsheet) and observation of results
with stimulating greater understanding (Macnish, 2019).
2. Constructive
When Experiences are integrated with prior knowledge and reflected upon, this helps
to build new mental models and create new meanings (Macnish, 2019).
3. Authentic
Learnings that are situated in a real-world context will be more effective and better
transferred to other situations (Macnish, 2019).
4. Cooperative
Learning is a natural social act. In interacting with others, knowledge is given greater
meaning and depth (Macnish, 2019).
5. Intentional
Affording learners, the opportunity to articulate their goals is essential for meaningful
learning. It promotes learner control (Macnish, 2019).
Vygotsky’s Social Constructivist Theory
According to Vygotsky’s Social Constructivist theory, it is stated that it is defined as having a
“range of tasks that are too difficult for an individual to master alone, but can be mastered
with the assistance or guidance of grown individuals or individuals that are more advanced in
academics”, (“Education Theory/ Constructivism and Social Constructivism”, 2019).
This theory highlights the role of social and cultural interactions within a learning process. It
is identified as this because Vygotsky believes that all individuals must be engaged in the
learning process, gathering the assistance from other peers to broaden learning to the
contribution of the social aspects of the theory (“Education Theory/ Constructivism and
Social Constructivism”, 2019).
Another important sector to this theory consists of ‘scaffolding', providing students with the
right quantity of support at the correct given time. During this theory by having students
working together, it is continuously building on healthy development, and interacting with
peers bouncing off and learning difference academic ideas from one another. This enables
students to learn from each other, they can co-construct each other's learning and academic
needs.
How Vygotsky’s theory can work in a classroom
(Lev Vygotsky’s Social Constructivist Theory- Developmental Standards”, 2019)
Students can be grouped in academic abilities such as, students who understand the
content work with the students who do not.
The more knowledgeable peers might use different language than others.
Have students explain the concept.
Students with different readiness levels work together in groups when they do
discovery activities (problem- based learning activities).
Allow for everyone to contribute ideas as to how to problem solve.
How Social Constructivism related to my activities
Social constructivism is demonstrated throughout my forward planning documents,
demonstrating the learnings through ICT tools, that can be used and should be encouraged in
all classrooms. It has been used to allow individuals to take control of their own knowledge
and educational capabilities, whereas the teacher allows students to partake in all the
rotations with minimal interference as possible, to encourage students to assess how the
activities are helping increase the use and understandings behind the ICT technologies.
Active learning is happening throughout each activity, broadening discussions with
peers, and allowing for effective communication.
The tasks are hands-on, allowing students to take control of their learning and allow
for improvements throughout using the props, ICT Tools and digital technologies that
are accessible on each rotation.
Appropriate interactions with others in either groups or pairs is continuous throughout
the use of conversations.
All activities cater for involvement and engagement.
Students are learning by doing in some of the rotations. This is seen through minimal
guidance by the educator to allow students to see how learning is gathered.
