The significance of social learning within the classroom is worth the debate that it has initiated. Some teachers are obviously skeptical about the true potential of social learning or cooperative learning in the classroom. Most arguments cite the fact that the intelligent or outspoken students do most or all of the work while the shy, reserved, or less intelligent students hold on for the ride by attaching their name to an assignment. I have found that the common reason students fail to be productive in collaborative work settings is that they are not taught how to properly work in groups. Teachers assume students have learned to share and appreciate the opinions of others, but too infrequently is this skill developed. The use of technology in the classroom is one way to incorporate social learning theories while motivating and including all students in the process of learning.
In a cooperative learning environment, it is the teacher’s responsibilities to provide learning opportunities that have a need for active involvement from everyone. In this week’s resources, we examined many opportunities that provide such opportunities, but I intend to highlight my favorite two. Student-created multimedia is one of the best technology resources to accommodate cooperative learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). “Creating a video is a complex task that requires many roles and responsibilities,” (p. 141). With teacher guidance, all students involved must contribute and are usually motivated to do so by the complexities of organization and execution of this project. Groups are varied by talents, abilities, and/or backgrounds to accomplish a common goal (Orey, 2001). Perception of success and failure is contingent upon the group’s ability to work together. As they are working together in a cooperative group, they are engaging in cooperative teaching also, which overall provides meaningful learning experiences in which to construct knowledge.
Another very useful technology resource discussed this week was Keypals (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These websites, such as ePALS and Keypals Club International, facilitate correspondence and project-based learning between students of different communities. “Communication with students in other cities, states, and countries broadens the perspective of students and challenges them to learn about other cultures, languages, and issues throughout the world,” (p.145). The social context in which the learner is engaged creates inherited knowledge as a member of a culture. If students are able to branch out of a restrictive social environment, they will be able to construct a deeper understanding of the world and its realities. For example, my wife was born and raised in a rural town in Pennsylvania. She had never met a Jewish person before she met me at college, which was hours from her home. This new social context broadened her understanding of Judaism, which had been skewed by her inherited knowledge from her town. That is on a small scale. Consider using this in a classroom in which students from the United States engage in active discussion with students from other countries. The cultural understanding afforded by Keypal resources is amazing and broadens their worldly knowledge, allowing them to construct meaning in a technology-based social learning environment. Dr. Orey (2001) said knowledge is a human product of social and cultural experiences. Students create meaning through their interactions with each other and with their environment. By expanding this environment and providing interactions with a greater, more diverse population, the students can develop a more meaningful reality and base of knowledge. My class has already begun communicating with a class of 11-year olds in Australia to discuss cultural issues and engage in problem-solving activities. They are able to practice language skills (because "We don't want the Austalians to think we're stupid" - student in my class) simultaneously. I personally love this resource and look forward to incorporating further in my curriculum.
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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I agree that students must be taught how to work in groups and respect other students’ opinions, taking turns, and resolving conflicts. It is so easy to assume that they know how to work effectively in groups. Recently, I had my third graders collaborate and create a collage together. Of course I felt rushed because I only have them for an hour and did not teach any of the group skills needed to succeed. Some groups did better than others, but in the future I need to remember to teach those skills before hand to ensure all students are successful.
ReplyDeleteJoe,
ReplyDeleteAfter reading through this week’s learning resources, I too, became aware of the social and cultural benefits of using the technology resources Keypals. Growing up, I was in a very similar situation as your wife. I was born in a very small town and my high school graduating class consisted of thirty-six students. When I look back, it is amazing how much of a bubble I lived in for the longest time. Going to college was an eye opener. Anyways, the use of resources such as Keypals will give students an contact outside of their bubble. By popping this bubble, we enable students to gain a deeper understanding of the world and the people in it.
Eileen and (Anonymous?),
ReplyDeleteI feel like too many teachers are more willing to say that group work has no merit in the classroom due to the strong taking over group activities. First of all, as I stated and you both mentioned, students need to understand how to work together. This is such an understated and undertaught set of skills that should be included in lessons throughout the year. Second, teachers need to identify that this is how the real world works also. The strong-minded individuals in our society will do anything, including stepping on those that are too weak-minded to speak up, to better themselves and their lives. We need to prepare all students to be able to take a proactive stance on their education and participation in a group dynamic. School is not just about learning concepts from a textbook, but also preparation to become an effective contributor to society's daily developments.
Hi Joe,
ReplyDeleteThe implementation of web resources in the classroom is one of my favorite strategies to incorporate technology and cooperative learning. Pitler, Hubbell, Kuhn, & Malenoski (2007) stress that “students can collaborate through the Web with other students in their school, subject experts, and multiuser game players” (p. 144). Although I have never utilized Keypals before, I am extremely interested in adopting it within my classroom to promote student recognition of the world around them, socialization purposes, as well as to work on friendly letter writing skills. Pitler, Hubbell, Kuhn, & Malenoski (2007) highlights the recognition of the world around them by stating that “communication with students in other cities, states, and countries broadens the perspective of students and challenges them to learn about other cultures, languages, and issues throughout the world” (p. 145). ePals (www.epals.com/) was one website that “facilitated correspondence and project-based learning between students and other communities” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 145). Since Keypals utilizes technology resources and cooperative learning within the classroom, it is reassuring to know that it can be closely monitored to “ensure effective communication for educational purposes” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, 145). Do you utilize Keypals during your classroom time or do you require your students to complete this task as a homework assignment? Do you find that your students are eager to continue their conversations with the students from Australia each week or does the excitement die down after several conversations with one another?
Melissa Smith
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Joe,
ReplyDeleteI often find that the teachers who do not agree with the social learning theory are teachers who do not want to put in the work to have it succeed. It is real easy for a teacher to come up with a drill and kill lesson that the students learns material for a test then forgets about it. This extra effort to have students make meaningful life long connections are not important. They rationalize this behavior by pointing out some weaknesses the social learning theory may have. This is mostly of poor use of social learning theory.
Melissa - The keypals projects are done in school since not many students have access to the Internet from home. Also, doing it in class allows for more monitoring and extension of discussion.
ReplyDeleteCraig - I totally agree. Group work tends to have influence on memory since their is an emotional element to it. They connect their understanding with a discussion or strange experience that happened during the group work. Working independently does not allow for an emotional connection and thus students have a greater tendency to forget what they "learn."
In your blog you speak about how people were concern about the silent student attaching his or her name on a paper, and not having a voice. This step can be avoided, if you assign specific tasks to each students. What I normally do is a peer evaluation or self evaluation so I can allow students to become accountable of their actions. In addition to this on can do a place mat, where one sheet is given to a group of people and the paper is divided into how many people that are in the group. The Teacher gives out the problem and each person must work together to discover the problem. Each student must write their own findings in the divided space and sign their name for accountability. I also believe, teachers must show students how to work in group work.
ReplyDelete