This week, I was able to learn about newer learning theories and different instructional strategies and tools which reflect those theories. Social learning is all about students working together. In his DVD presentation, "Social Learning Theories," Dr. Orey discussed students actively constructing and conversing with other students to better understand what they are learning. A teacher, Karen Casselman, demonstrated how she has students work together and stated that when students work together they are able to talk about ideas and build confidence (Laureate, 2008).
One way to have students work together to construct knowledge is through collaborative learning. Cooperative learning is a specific kind of collaborative learning, which is sometimes confused with it, as they are similar terms. The difference is that in cooperative learning, students are assessed as both a group and individual (Orey, 2001). I like the idea of using cooperative methods because students get to teach one another and establish stronger interpersonal relationships. When I was student teaching, I tried to have students work in groups for several mini projects or activities. I had a very successful experience using the "jigsaw" method in a third grade classroom. In the online text, this method is described as, "Each member of the small group researches one part of the question/content for a certain amount of time. The members of the group come back together. Each memeber teaches his/her part to the rest of the group (Orey, 2001)." The way I describe it, the students are assigned a base or home group and then go off into "expert" groups and come back and teach their home gorup what they learned about the specific topic. Students each learn bits of information and teach each other in order to construct a meaning of the whole together. The lesson I did was part of a unit on China. The students taught each other about the capital city, Beijing, the Great Wall, the Forbidden City, and the Terra-cotta army. I divided students into groups of four and went over information in packets that I handed out, which they would be filling in. I had students count off by 4's to form expert groups. At expert groups, students had reading and pictures to look at and discuss. They also had to fill in answers on the packets they received, which they would be teaching to their home group. Overall, this activity worked out well. The one thing you have to make sure of is that students are clear on directions and how they will be moving about the room and from group to group. As long as they are clear on what they should be doing, it should run smoothly.
Cooperative learning correlates with the principles of social learning in several ways. In the book, Using Technology with Classroom Instruction that Works, Pitman states that when students work in cooperative groups, they construct meaning for new knowledge by interacting with others (Pitman, 2007). The social learning theory has a focus on students being able to teach each other information. Technology can also be used as a tool for students to help teach each other. I think the future will hold more students collaborating online. There are so many websites that students can share information on, even to students in other countries.
I havent discussed Connectivism yet. From what I've read, there is controversy over Connectivism being a learning theory. Connectivism is learning in a network world. According to Dr. Orey in his presentation, "Connectivism as a Learning Theory," "Learning is the act of forming networks and navigating networks of knowledge (Laureate, 2008)." Connectivism is learning how to apply and organize a constant flow of new information. One of Connectivism's defining principles is that, "what we consider to be right today may tomorrow be considered wrong (Orey, 2001)." Everyday information is changing and growing, we need to prepare our students for making decisions.
Resources:
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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7 years ago
Your example of using jigsaw as an instructional strategy that supports social cognitivism is excellent. I likewise have found success with the jigsaw strategy. I have faced one challenge with it. I would appreciate your thoughts and suggestions. Sometimes I have a student who is thoroughly turned off to school and simply doesn't participate in the jigsaw. He/she returns to their group and simply says that they didn't 'get' what the topic was all about. I know from observation that they didn't even attempt to understand the materials. Have you run into this situation? What is your advice?
ReplyDeleteAlso, what is your opinion on cooperative learning and grading. As you said, a student's grade is partially based on the group's end product. What is to stop an 'A' student from receiving a lower grade because one of their teammates did not follow through on their portion of the project? I have run into this and don't feel it is fair to those students who have produced high quality work. What are your thoughts?
Michelle,
ReplyDeleteI appreciated your description of how you have used cooperative learning in your classroom, and I like the terms you use home, base, expert group to convey to students how the groupings will work. I am interested in your answers to Diane (robbin+son)'s questions. Great post!
Gwen
Hi Diane and Gwen-
ReplyDeleteThank you for your responses. There certainly are problems that can occur when implementing cooperative strategies, such as the ones Diane mentioned. Thankfully, I didn't have problems in my classrooms that I student taught in. In the third grade class, I know the teacher hadn't really used the jigsaw method before so I made sure I explained to the students how it worked and how they would be rotating about the room. They seemed to enjoy it. The sixth grade class I worked in, the teacher had already been using group strategies so the students were already use to it.
If a student appears to be turned off and not wanting to work during group work, it may be because they are out of their comfort zone. Some students are just use to working in other ways. If I ran into this situation I would just try explaining to the student why we are using this method and remaining positive about it. I would probably ask them why they don't like it and what could be done to make them feel more comfortable working with their peers in a group.
I came across some advice for student resistance to active learning: (http://www1.umn.edu/ohr/teachlearn/tutorials/active/scene1/)
" * Begin using active learning strategies early in the term. Introduce the concept on the first day of class and let students know that they will be expected to participate in such strategies throughout the course.
* Be true to your word and use active learning frequently–at least once a class period initially. After the first several sessions, students will understand that you're serious about active learning and will accept their role as participants readily.
* Give clear instructions. State the goal students should meet, how much time they have for the activity, what procedures they should follow, and with whom they should partner (ie, "turn to the person next to you" or "form groups of four with the people nearest you.") It is often a good idea to put directions for in-class activities on an overhead or a PowerPoint slide so that students have something to refer to as they begin the activity.
* Explain to students why you're using active learning and the benefits they can expect from it.
* Be committed to your choice to use active learning and communicate that confidently to students. Students will be put at ease if they understand that you're in charge and have good reasons for what you're doing.
* Manually break students into groups. This can be an effective way to overcome student reluctance and demonstrate that you're in charge.
* Start small and simple. Use low-impact strategies such as think-pair-share or in-class writing exercises. These strategies are easy to implement, take only a few minutes, and are "low stakes" for students who may be unsure or uncomfortable. As you and your students gain experience, you may decide to graduate to more involved activities."
One thing I have done in regard to grades and working with a partner or group is I have given students a survey of how well they worked with their partner(s). Each student would fill one out answering if they felt their group worked well together, understood the material, if each person equally contributed, etc. It could be a simple yes or no survey. By doing this, I got to see which students felt good or bad about their groups work together.
Great Post. I loved how you worked in social learning through teaching about China. I thought that idea was great, and it reminded me of how I use social learning in my classes too. I think the great thing about social learning is that we are never alone. We have a peer or friend helping us as we help them. I think that most people are more comfortable with this idea of learning, and that is why it is one of the primary methods of instruction. Another part of why this method is great is b/c we get taught from multiple points of view. There have been times in my education when one thing was taught to me by someone, but when reexplained to me by another was clear as day.
ReplyDeleteI like how you assign a base or home group and then go off into "expert" groups and come back and teach their home group what they learned about the specific topic. I have done this as well in my world history class. It is a great review lessons and allows students to develop an easier way to grasp the material from their peers.
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