Lev Vygotsky was a psychologist and social constructivist who developed the theory social

constructivism. The underlining core message of Lev Vygotsky’s theory is that children learn

through a social context by doing rather than observing (Berkeley Graduate Division, 2019).

Social constructivism classrooms are becoming more renowned as students are given an active

role in their learning and look at tasks that have real meaning to them. The social constructivism

theory has five fundamental attributes, learning is active, constructive, authentic, cooperative

and intentional. The five attributes underpin the crucial elements that need to be addressed

when implementing a social constructivist classroom (Macnish, 2019).

Social constructivism gives students the opportunity to be actively involved in their process

of learning (Berkeley Graduate Division, 2019). Teachers should start by developing an authentic

topic that relates to students’ lives. Thus, I have based my lessons around earthworms as they

are present in their environment and students can learn about their environmental benefits. By

doing so students learn how they impact our environment and can transfer their knowledge into

practices such as creating a worm farm and making more sustainable choices. When observing a

social constructivist classroom, students should be been constructing meaning in active and

collaborative settings. Vygotsky highlighted the importance of social interaction in students

learning, he referred to learning as a collaborative process as student build knowledge co-

constructively (Berkeley Graduate Division, 2019). In my lesson students are working in pairs and

small groups to gather information through an active inquiry process. This allows students to

build different perspectives as they share ideas and knowledge that other students can scaffold

on. The teacher should also provide assistance by questioning students and continuously

evaluating how the lesson actively helping them build understanding (Macnish, 2019). Within my

lesson the students work in a collaborative setting in pairs and small groups. Students’ are

encouraged to conduct their own investigations to construct meaning on the topic. The use of

QR codes give students and outline for their investigations while also providing freedom to
explore and use information that’s interests them. Through the process intentions should be set

by the students to promote learner control (Macnish, 2019). By questioning students and asking

for feedback on what they would like to learn and discover the teacher can support students in

their inquiries. Therefore, by asking reflective questions at the end of my lessons the teachers is

able to add and reflect on the next lesson objectives.

Another important area of Vygotsky’s work was his theory on zone of proximal development

(ZPD). Vygotsky highlighted the importance teachers play in children’s development by

stimulating their capabilities (Guseva & Solomonovich, 2017). Vygotsky described the ZPD as

taking students from their current level of development to the next level attainable through

environment tools and peer or adult support (Guseva & Solomonovich, 2017). The theory

highlighted that people learn best when working with skilled others in a collaborative

setting.This allows the individual learner to develop and internalise new skills, concepts and skills

(Guseva & Solomonovich, 2017). Thus, by getting students to work in groups and pairs the

students are working collaboratively developing new ideas and concepts that build on their own

knowledge and thought process. Lev Vygotsky’s renowned work on children’s learning and

cognitive development is stilled used and valued to this day.