Constructivism

“Children have a native tendency to learn by doing, to explore, to manipulate tools, to construct and give expression to joyous emotions”.
John Dewey, 1916


This unit of work was developed using constructivist principles. We have structured the learning environment and planned learning experiences that will enable students to construct new understanding, skills and processes by modifying and building upon their existing knowledge in a social context.

The unit is essentially about where food comes from and aims to tie real experiences in an ‘outdoor classroom’ with rich learning in the classroom using ICT as a tool to learn, reflect and apply knowledge. We will use ICT to learn about seeds, edible plants, the structure and function of plants and the life-cycle of flowering plants. The children will plan and establish a simple vegetable, herb and flower garden in the school-yard so that they have a real-life application for their learning.

We have provided opportunities for students to build concepts, communicate ideas, reflect, refine and apply concepts in a social context. Quiet contemplation, observation, photos, sketches and questions that are generated in the outdoor classroom can be discussed, recorded and reflected on in the classroom using a range of ICT.


We would establish and maintain a class blog about the school garden so we can share our learning journey and communicate our passion with the school community. The blog would be a doorway into building relationships and participating in the wider internet community by sharing information with other online gardening and environmental groups. We see it as a powerful way to challenge the perception that the internet isolates people and leads to a decline in social, communication and literacy skills. We aim to show how the internet can connect and support people and promote communication in new and innovative ways.

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