Learning Theory Statement

Our teaching focused on the social constructivist theory, ranging

across all the levels of Blooms Revised Taxonomy. A major focus was
placed on collaborative learning, with a huge influence on ICT in the
classroom.
In the constructivist classroom, the emphasis is shifted from the
teacher to the students. The classroom is no longer teacher centred,
with students waiting like empty vessels to be filled. Within this
model students are urged to be actively involved in their own
process of learning.
The key assumptions of this perspective include:
1. What the student currently believes, whether correct or
incorrect, is important.
2. Despite having the same learning experience, each individual
will base their learning on the understanding and meaning
personal to them.
3. Understanding or constructing a meaning is an active and
continuous process..
4. Learning may involve some conceptual changes.
5. When students construct a new meaning, they may not
believe it but may give it provisional acceptance or even
rejection.
6. Learning is an active, not a passive, process and depends on
the students taking responsibility to learn.
Blooms Revised Taxonomy is an edited version of Benjamin Blooms
original Taxonomy. The major changes to the Taxonomy were the
names of the six major categories changed from noun form to verb
form. The new categories of Blooms Revised Taxonomy are:
Remembering, Understanding, Applying, Analysing, Evaluating and
Creating. This is a much more modern way to understand the
questioning of students, and we have applied this to our lesson
plans to inform our teaching pedagogy.