How is our project underpinned by an established learning theory?

There are a variety of educational learning theories which describe the different ways in which
students can learn (Montin & Koivisto, 2014). Our project has been largely based on the theories of
student-driven learning, experimental learning and social constructivism. Whilst these theories
differ from one another in some ways, they hold several commonalities which centre around the
students taking control of their own learning in terms of what interests them (student driven
learning); the learners being creative or active (experimental learning/social constructivism) in their
work; having learning which is relevant and applicable (all three theories), as well as learning and
sharing with others (social constructivism) (Cross, 1999; Douglass & Morris, 2014; Guiffrida,
Lynch, Wall & Abel, 2013; Herman, 2012; Jones & Brader-Araje, 2002; Montin & Koivisto, 2014;
Oxford, 2016; Salter, 2013). Student-driven learning is heavily featured within our program, when
we are getting the students to select what sort of issue they would like to research. Whilst we are
being somewhat prescriptive in that they must research a topic, we are letting them choose
something which they might be interested in, or would like to know more about. In this way, we are
letting the students take control of their own learning, which can improve student motivation,
interest and lead to higher academic outcomes (Guiffrida et al., 2013; Murad & Varkey, 2008;
O'Shea, 2003). Likewise, through a number of creative activities such as creating a brainstorm,
producing an Imovie and making a Smore, we are drawing on the aspects of experimental learning
and constructivism, as students are being creative and active in the lesson, as opposed to them just
being passive learners. Furthermore, we are trying to employ aspects of social constructivism, in
which students are learning from others and sharing ideas. In our case, we are intending on having
the students share with a 'sister school' in Hong Kong, so as to allow students to connect with others
and to help make the learning relevant to the individual, which is a key aim not only of social
constructivism, but also of the other two theories.
In addition to the aforementioned learning theories, we are also considering Bloom's Digital
Taxonomy. The revised taxonomy created by Lorin Anderson, focuses on the transition from lower
order thinking skills such as recall and remembering, and transferring these skills to higher order
thinking skills such as creating (Churches, 2008). This taxonomy is evident within our curriculum,
because we are starting off by having students recall basic information about the water cycle, and
then transitioning to understanding, applying and evaluating information through research. Finally,
we progress to the highest order thinking skill of creating, by getting students to create various
activities including a brainstorm, an inforgraphic, an Imovie and a Smore. Thus, we have
demonstrated this work through our project.
The idea of the 'flipped classroom' could also apply to our project. A 'flipped classroom' is simply a
situation where the students have far greater control and responsibility over their learning, and
where they are actively learning and applying what they have learnt (The University of Queensland,
2016). This is particularly evident through students needing to take control of how much work they
can get done in creating their infographic and Imovie, as well as actually creating these pieces of
work, rather than just note taking or having the teacher instruct students exactly what they need to
do. The creation of a Smore is really applying what they have learnt through the previous lessons,
and culminating the various skills, knowledge and acquired attributes (like time management) into a
final piece of work, that reflects the learning journey.

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