Learning Theory Statement

I have always imagined that paradise will be a kind of library. Jorge Luis Borges Our series of English lessons, based on the text The Gruffalo by Julia Donaldson, is underpinned by a constructivist learning theory. Constructivism involves learners building their own knowledge by relating new concepts to what they already know (Marsh, 2010). Learning is achieved through an active, authentic and collaborative process (Marsh, 2010). Throughout the lessons students are working collaboratively and taking control of their learning through discovery and exploration. Students dictate their learning instead of the classroom setting being teacher-centred. An important part of all of our English lessons is our lesson motivation. During the lesson motivation the teacher provides stimulus and uses questioning to activate students prior knowledge. This is crucial because students can then identify the relationships between what they have previously learnt and the new information that is being presented throughout the lesson. Students will either accommodate or assimilate this new information (Marsh, 2010). Accommodation in when the learner adjusts what they already know to allow space for new information (Marsh, 2010). Assimilation in when the learner incorporates new information into what is already know (Marsh, 2010). The pace of learning will vary between students so opportunities to work at different paces and levels are important (Marsh, 2010). Lesson conclusions and time to reflect on what has been learnt is important to allow students to consolidate their knowledge. Our lessons include different reflective strategies to assist students with this, such as using reflective journals, viewing others work and comparing it to their own, think-pair-share

discussions, creating their own checklists and self and peer assessments of their work. Constructivist learning encourages students to take an active role in their learning (Marsh, 2010). This can be seen in our lessons as students are completing hands on tasks, such as the treasure hunt. Students are involved in shared reading, class discussions and brainstorming. The teacher constantly asks students questions to involve them in the lessons and ensure that everyone is engaged and participating. Students need to be provided with opportunities to use concrete materials and physically manipulate objects to assist their learning and promote greater understanding, especially in the early years (Marsh, 2010.) For example, using concrete manipulatives such as puppets and recount hoops will assist student understanding about the sequence of events in The Gruffalo before they begin to write their own retell. Authentic tasks involve students learning information and skills in ways that incorporate a real world approach, making it relevant to students(Marsh, 2010).When students are able to learn in authentic situations knowledge can be more easily remembered and translated into other situations(Marsh, 2010). By drafting, editing and publishing their retells, students are going through an authentic process to create a story, which is similar to what professional writers do. This gives the task a purpose which provides students with intrinsic motivation (Marsh, 2010). Problems based, discovery, or inquiry learning is another way in which students can construct and build knowledge. The teacher must match learning experiences with the abilities of students whilst creating a sufficient amount of challenge to push students to problem solve (Marsh, 2010). When students go through a problem solving process they make their own personal discoveries which maximises their understanding (Marsh, 2010). This has been incorporated into our lessons when students have to make themselves the

main character in The Gruffalo and inquiring into how they would think and feel in that situation. The people in a childs life will influence their development as children learn language and ways of thinking from others (Marsh, 2010). All students come from a different family background and bring their different personal experiences to school on a daily-basis. Teachers can take advantage this by allowing students are able to work with one another to share their knowledge and their experiences with their peers. When students can talk about knowledge it has greater meaning and depth (Marsh, 2010).When students and teachers discuss learning metacognition is encouraged. Our lessons encourage collaboration by providing opportunities for student to be involved in whole class activities, partner work, small group work as well as individual work. Vygotskys Zone of proximal development describes a boundary between where children can cope individually and where they need assistance (Marsh, 2010). The teachers role is to provide instruction at a level just above a students individual level of cognitive development but not so high that it is frustrating and unattainable (Marsh, 2010). Teacher scaffolding provides initial support for early efforts to ensure success can be reached. Scaffolding is phased out as children begin to perform these tasks on their own (Marsh, 2010). In our lessons the teacher would be constantly making observations and intervening and providing scaffolds to students when needed. The weebly website would assist students learning by providing all the necessary hyperlinks and clean instructions to allow students to access the learning experiences. The English teaching and learning experiences based on the childrens literature text The Gruffalo by Julia Donaldson are supported by constructivist learning theory approaches. Students are active participant in authentic tasks and have access to concrete materials to assist their construction of knowledge (Marsh, 2010). Collaboration between the teacher and students, and students and their peers is integral to making meaning. The teacher acts as a

guide to learning by preparing relevant learning experiences that aim to challenge students, provide them with opportunities to problem solve and allow them time to reflect on what they are learning (Marsh, 2010).

References:

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forest, NSW: Pearson Australia.

http://www.examiner.com/article/learning-occurs-the-developmental-zone