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Vygotsky’s Social Constructivism in my Garden Design Classes

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Vygotsky’s Social Constructivism in my Garden Design Classes

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1.Students work in mixed-ability little groups to co-create garden plans, exchanging knowledge and ideas.

2.Peer feedback sessions scaffold knowledge sharing through structured sentence frames.

3.The teacher acts as a facilitator in group tasks, guiding students development.

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U1. Task 1.4 Part B                                               Goals descritpion (on each Bloom's taxonomy level) of Soil and plant analysis into a garden design, using all 

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U1. Task 1.4 Part B                                               Goals descritpion (on each Bloom's taxonomy level) of Soil and plant analysis into a garden design, using all 

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Remember

Students can identify three main soil types from the video and name one key characteristic of each.

Understand

Explain in your own words why soil type affects plant selection.

Apply

Use a sample garden plot and match each zone with the appropriate plant type.

Analyze

Students may compare the water retention of two different soils and suggest why it matters for design.

Evaluate

Justify your choice of plants for a given plot based on the soil analysis results.

Create

Design a planting plan that groups species according to the specific soil conditions.

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Instructions According to Bloom’s Taxonomy and Critical Thinking

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Instructions According to Bloom’s Taxonomy and Critical Thinking

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1.Students apply, analyse, and evaluate plant choices for different soils (higher-order skills).

2.Students synthesize different garden styles into their own project design.

3.Learners justify their design decisions using formal sentence starters and cause-effect structures.

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The Language Approach According to Stephen Krashen

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The Language Approach According to Stephen Krashen

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1.Comprehensible input is provided via visuals, bilingual glossaries, and step-by-step tasks.

2.Language is acquired naturally during hands-on tasks, reducing affective filter.

3.Repetition and recycling of key vocabulary support acquisition of both BICS and CALP.

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COE - Task 3.1-Moodle - Initial CLIL VET

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COE - U4 - Rubrica Task 4.1 - Initial CLIL Course for VET

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COE CLIL Final Project Lesson plan INICIAL VET CLIL - jul 2025