Social Constructivist Learning Theory 1

Social Constructivist Learning Theory

Social constructivist learning theory breaks down the traditional role of teachers as the

‘expert’ loading knowledge onto their students while they passively listen (Lumen, n.a.).

When integrated into the classroom, social constructionism encourages student

accountability, problem-solving, critical and creative thinking, open group discussion,

collaboration in learning and encourages students to be social and talk about their work with

each other. When applying this theory, students will take responsibility for their learning, as

the teacher acts as a guide and facilitator (Lumen, n.a.).

In my Forward Planning Document (FPD) spanning over three lessons, I applied social

constructivist theory to my curriculum to make it as student-based as possible while still

understanding that it is a Year 7 class and the students need guidance so they can learn the

foundational skills for taking control over their own learning (Watson, 2001). To do this, I

have given the students content in the form of hands-on worksheets and interactive activities

and the tools they need to complete their work in a collaborative and discussion-based

environment.

My first lesson in my FPD is the first lesson of the topic so I have made it more content based

but have included an interactive activity from Scootle where students can go through the

different archaeological tools and uncover a fossil. This activity simulates a hands-on

experience in excavating. I have also planned a ‘Think, Pair, Share’ activity so students can

discuss their thoughts and share them with the class. In my second lesson, students will be

working in groups collaboratively to analyse sources. They will need to use problem-solving

skills, communicate with each other in an open environment and guide their learning through

the worksheet and teacher facilitation. My third lesson involves social constructivism as

students will apply their knowledge to plan, direct and execute their documentary. This
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activity applies social constructivist theory as students are required to discuss, problem-solve,

and work collaboratively to complete the assignment and navigate their new skills for

iMovie.

The benefits of applying this theory include increased interpersonal skills, better relationships

between students, increased extra-personal skills including understanding the teacher’s

external motivations, classroom procedure and school-based policies (Pritchard & Woollard,

2010). Social constructivism enforces the link between social interaction and learning.
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References

Lumen. (n.a.). Constructivism and Social Constructivism in the Classroom. Retrieved from

https://courses.lumenlearning.com/teachereducationx92x1/chapter/constructivism-

and-social-constructivism-in-the-classroom/

Pritchard, A., & Woollard, J. (2010). Psychology for the classroom: Constructivism and

social learning. Retrieved from https://ebookcentral.proquest.com

Watson, J. (2001). Social constructivism in the classroom. Support for Learning, 16(3), 140–

147. doi:10.1111/1467-9604.00206