Professional Documents
Culture Documents
rtl1 Assessment 2
rtl1 Assessment 2
Veronica Morcom (2015) provides a study that stems from the sociocultural theory by Vygotsky
(1978). This research uncovers the role of social and emotional development in students and the
way this effects bullying within school, and wellbeing as Australian students progress into
adulthood. Included in this paper is an edited lesson plan which incorporates elements from
Morcom’s research to maximise social and emotional learning and development within the KLA of
English. It is important to edit and modify lesson plans concurrent with modern research to
maximise positive outcomes for students, increase sociocultural development for both the teacher
and the student, and to develop learning activities that will extend past the classroom and into adult
life. Interrelationships between research and pedagogical approach are explored in Morcom’s
(2015) article on scaffolding social and emotional learning. Critical analysis of this article and the
giving’ learning activity. Drawing upon recommendations and findings from Morcom’s research,
this lesson will by improved through pedagogical practices, facilitating meaningful student
The article by Morcom (2015) is a qualitative study that examines the effects of scaffolding
social and emotional learning within shared affective spaces to reduce bullying. This research
stems from a sociocultural perspective (Vygotsky, 1978), which frames the study to exhibit how to
understand ‘shared affective spaces’ and furthermore, how to view these as an enabling factor
within the zone of proximal development (ZPD) (Morcom, 2015). The context of school in
developing social and emotional development highlights the prevalent issues that arise due to
bullying, and the negative repercussions that can endure into adult lives (Rigby, 2007). Bullying is
an educational issue in Australian schools due to the negative effect it has on student habitus and
culture. In an attempt to minimise bullying in schools, this article explores the positive effects that a
social and emotional learning scaffold will have on student culture and bullying. Social and
emotional learning can increase feelings of wellbeing in students, increase coping abilities, and
limit drug and alcohol addiction (Slaski & Cartwright, 2002; Salovey, Beddell, Detwieler, &
Mayer, 1999; Trinidad & Johnson, 2002). In response to bullying, social and emotional learning has
also been linked to mediate aggression, strengthen psychosocial functional, and increase school
connectedness (Jagers et al., 2007; McCraty, Atkinson, Tomasino, goelitz, & Mayrowitz, 1999;
Whitlock, 2003). These positive advancements linked to social and emotional learning collectively
reduce bullying and increase student capacity to learn (Bear, Manning, & Izzard, 2003; Zins,
This issue is relevant within the English KLA as students learn about Indigenous
background in Australia, and in particular, the stolen generation. The lesson plan ("Stolen
Generations Lesson Plan - English and History Mixed Together - Australian Curriculum Lessons,"
n.d.) (Appendix 1), utilises a small level of social and emotional learning techniques through
cultural recognition. This lesson plan shows strength in promoting significance in the learning
through the cross-curriculum inclusion and the cultural reference to the Indigenous stolen
generation. This report will focus on modifications made to the lesson plan in respect to the
‘gifting’ process. Although this activity puts into perspective thoughts and feelings of the stolen
generation, the activity could be strengthened by utilising the research from Morcom on scaffolding
sociocultural activities within the lesson plan, and Vygotsky’s theoretical approach to the zone of
Critical Summary
When evaluating a qualitative report, it is important to assume that social reality is
constructed by the involved participants (Ullman, 2015). The researcher, Morcom, is affiliated with
the Murdoch University institution. Morcom’s work is heavily involved with scaffolding social and
includes upwards of five published research articles of similar nature, this provides legitimacy of
her research and experience facing the issues of learning, culture and social interaction (Morcom,
2009; Morcom, 2012; Morcom, 2014; Morcom, 2010; Morcom, 2016). This level of involvement
with the topic leads to a small level of bias when describing the subject of the study (Ullman, 2015).
Although value judgements are few and far between, Morcom includes research that explicitly
states that the emotional aspect of classroom learning is often neglected in research, and is
considered an enabling factor in scaffolding (Goldstein, 1999; Renshaw, 2013; Rogoff, 1995, 2003;
Goldstein & Freedman, 2003). The sources cited in the article are explicitly relevant to Morcom’s
research and thus validate the research further, making this qualitative study a legitimate and
appropriate resource when applying approaches and findings to our own lesson plans. Morcom has
utilised ongoing literature to discover what other researchers have found concerning any questions
or hypotheses that arise (Ullman, 2015), this is a favourable research method in qualitative study
The research used selected findings from Barbara Rogoff (1995, 2003) to foreground the
sampling and findings of the article. Rogoff (1995, 2003) was a good researcher to utilise as her
work investigates cultural variation in learning processes and settings. Rogoff’s research uses
examination, favouring scaffolding, social and emotional learning, sociocultural theory, and zone of
proximal development (“Barbara Rogoff," n.d.). This research also encourages child opportunity to
participate in cultural activities. This is a good case to study given the researcher’s interest in
scaffolding social and emotional learning (Ullman, 2015). Morcom’s research aims to show
research that reduces bullying. This research targets a personal focus of analysis utilising Rogoff’s
personal plane for participatory appropriation which allows the observation of the elements from
the school and the institutional planes to intersect and mutually constitute each other (Morcom,
2015). The intensity of data collection could have been strengthened through a comparative analysis
of a female group of friends, or across multiple schools. This research narrowed down male
students and focused on one boy’s response to a ZPD and sociocultural perspective. The
researcher’s goal was to examine how social and emotional learning can reduce bullying. They
largely observed reflections from the one particular boy which allowed an informal setting for this
student to reveal his thoughts and feelings. Research was founded through establishing this boy’s
friendship group and documenting evidence of how he had led them to participate in bullying
behaviours (Morcom, 2015). The research procedures were valuable in extracting reflections from
the student, yet could be strengthened through expanding the participants to better inform the
research question. Background research made by Morcom influences the drive of this research. This
pushes positive affiliation with scaffolding social and emotional learning within ‘shared affective
The report refers to a discussion of Vygotsky’s (1978) view of learning as a social concept.
The references to Vygotsky were stated affirmatively to the findings of the research report itself.
These findings state that the sociocultural theory (Vygotsky, 1978) melds social and emotional
aspects of cognitive learning. This foregrounds learning as a social concept and the role of emotions
as an enabling factor in scaffolding (Renshaw, 2013). The explanation of the findings were justified
through the collective standpoint of the sociocultural theorists used in Morcom’s background
research, this points to inadequate use of differing theory to create a well rounded and better
researched article. The generalisability of the findings are qualified to state that encouraging
conditions to scaffold learning with shared affective spaces to support students’ aspirations, change
student behaviour and allow them to make new friends. Morcom, however, does not explicitly
discuss generalisability because there is not enough data about the student’s response to social and
Critical analysis of this article and the recommendations promoting sociocultural perspective
and findings from Morcom’s research, this lesson will by improved through pedagogical practices,
facilitating meaningful student engagement and a quality learning environment ("Quality Teaching
Interrelationships between research and pedagogical approach are explored in Morcom’s (2015)
The interrelationships between Morcom’s article (2015) and the English lesson plan ("Stolen
Generations Lesson Plan - English and History Mixed Together - Australian Curriculum Lessons,"
n.d.) promote social and emotional learning as a positive pedagogical practice. Vygotsky’s findings
include a sociocultural perspective which encourages scaffolding within the zone of proximal
development. Mocrom’s article focuses on the importance of social and emotional learning to
reduce bullying, the stolen generations lesson plan utilises a ‘gift-giving’ activity to focus on
emotive scope and sequence. Vygotsky’s (1978) theory of ZPD highlights how children are better
able to perform tasks collaboratively before they are able to perform them alone. This term was
coined to refer to what a child can do alone, versus what the same child can do in collaboration with
others. ZPD should be included in the stolen generations lesson plan to develop student
occurs most rapidly when the child collaborates with others within his or her zone of proximal
develoment.
The lesson plan would benefit by including references to negative comments about the
stolen generation, which will put into perspective the damage of spoken language and bullying.
Morcom’s article includes a table that references participation and rights (Morcom, 2015, p. 80).
This justifies the change to the lesson plan as it connects the effects of bullying to current context,
and to the stolen generation. The inclusion of negative comments toward the stolen generation is
justified as student learning is based on stories from their fellow students teachers, supervising
teachers, and others as well as from their own and other students’ experience (Ullman, 2015).
Through including stories that can be directly affiliated with bullying encompasses the social and
emotional learning scaffold to reduce bullying, and encompasses the zone of proximal development
as students share stories that will help them understand the negative effects of bullying.
The lesson plan would also benefit from repeat teacher observation of social and emotional
learning, and the effects that collaborative learning have on the minimisation of bullying. The
lesson plan vaguely touches on the feelings of the stolen generation, but would benefit through
repeated class discussion and activities that focus on the ‘sorry wall’ referenced in the lesson.
Morcom’s article includes an example which would benefit the English lesson plan in response to
(Morcom, 2015, p. 79). The implication of these teaching and research tools will allow a monitored
level of scaffolding to occur and findings regarding reduction in bullying will be inherently clear.
The stolen generation and Indigenous subject area is prevalent in the KLA and using this as the
basis for ZPD and anti bullying strategies will create an additional layer of cultural learning to
The ‘gift-giving’ activity would benefit from utilising cultural perspectives. The assessment
component of the lesson plan which asks for students to create a ‘sorry wall’ could be extended to
help reduce bullying between the students. Adding their own apologies to another wall will allow
students to reflect on their own discourses and provide emotional learning to reduce bullying.
Morcom’s article helps to justify this change of the lesson plan as she states that “using a holistic
approach to classroom practices make explicit the affective aspects of learning” (2015, p. 77). This
creates a shared affective space within the classroom for students to share in social and emotional
learning and reflection. The findings of Morcom’s research validity the appropriateness of social
and emotional learning within the classroom, and the contrast of this scaffoldding, alongside
cultural teachings, will allow students to learn with respect to Vygotskian theory of sociocultural
learning.
Conclusion
Through considering Morcom’s (2015) article when developing and adjusting lesson plans,
the lesson was able to coin Vygotskian theory to allow social and emotional learning within the
lesson to be strengthened. Scaffolding the lesson to reduce bullying in the classroom was also
considered. The edited lesson plan incorporates elements from Morcom’s research to maximise
social and emotional learning and development within the KLA of English. The edits made
maximise positive outcomes for the student’s social and emotional growth, and provides lessons
that will extend into adult life. Interrelationships between research and pedagogical approach are
explored and critical analysis of this article and the recommendations promoting sociocultural
perspective in schooling are implemented in the learning activities of the lesson plan. By drawing
upon recommendations and findings from Morcom’s research, this lesson was improved through
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Jagers, R. J., Morgan-Lopez, A. A., Howard, T., Browne, D. C., Flay, B. R. & Aya, A. (2007).
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McCraty, R., Atkinson, M., Tomasino, D., goelitz, J., & Mayrovitz, H. N. (1999). The impact of an
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Appendix 1 (original lesson plan)
Summary of Lesson Plan:
This lesson is an attempt at creating empathy for the Mothers who had their children
forcibly removed. This lesson was originally designed for a Year 8 English Class but could
also be adapted for other year levels and other Curriculum Areas, specifically History. It
also covers Cross-curriculum priorities. This lesson has been tested and has worked
extremely well. It can be quite emotionally challenging for the Teacher and the students.
Assessment:
▪ Anecdotal notes of students’ participation in discussion.
▪ Students’ work is displayed on a “Sorry Wall” created in the classroom where
students’ work is displayed.
Resources:
▪ Wrapping paper
▪ Scissors
▪ Glue
▪ Name tags
▪ Pen/texta
▪ Table/desk
▪ Tablecloth
▪ “Gifts”