I believe, as each week goes by, that my classroom teaching and management is a mixture of all the learning theories we have been discussing in the course Bridging Learning Theory, Instruction and Technology. However, I would have to say that social learning theory is the predominate theory that I incorporate in lessons and assessments for my students. Social learning theory states that knowledge is created by individuals when they are able to interact with others through conversations and creating an artifact (Laureate Education Inc., 2010). Cooperative learning is one strategy that focuses on students interacting with peers to make connections to new knowledge (Palter, Hubbell, Kunh, & Malenoski, 2997). Cooperative learning involves students working together in a group to complete a task or solve a problem. Students are actively involved in the learning process through conversations that they have with each other as the task is being completed (Orey, 2001).
The following is an example of how I use cooperative learning in my class instruction. Students in my Science class worked in groups to complete an experiment and record all the steps of the Scientific Method. We first brainstormed as a class on what experiments the groups would be able to create in class. Next, the groups were chosen based upon what experiment each student wanted to learn more about first hand. Each group was assigned a rubric detailing what was expected from each group member. Students sign their name on the rubric for the part of the experiment they worked on to ensure all group member participated to complete the experiment.
Technology allows students to collaborate and work on projects with other students from all over the world. Students can network to learn with others through e-mail, blogs, wikis, Skype, and social networks such as Facebook or Myspace. All of these social networking tools correlate to the social learning theory because students can use them to collaborate and correspond with other learning communities from anywhere in the world. Students in my class were able to use district e-mail to correspond with another building in the district to compare a Science experiment both classes were conducting at the same time. One of the advantages of implementing the social learning theory in the classroom is this type of learning environment will prepare students for the real world. Students will develop skills such as leadership, decision-making, strong communication, and conflict-management as they work together. (Orey, 2001).
References:
Laureate Education, Inc. (Producer). 2010. Program 8: Social learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Orey, M. (Ed.) (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/indes.php?thtle-MainPage
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
dfort,
ReplyDeleteI have to agree with you that social interaction is very important in the learning process. I was wondering how you keep the students accountable for doing their part of the project? I like how the one teacher in our video gave bonus points based on if everyone in the group got a certain grade. There are some truly amazing technologies that we can use to help our students collaborate around the globe. The two I enjoyed was the web based educational gaming and that JASON project that the students could help with real scientific expeditions. Good job.
-Jakob-
I really liked how you grouped students according to interest and had them sign the rubric in your first example.
ReplyDeleteIn the experience where you emailed the other class, do you think a public forum such as a wiki or blog would have been more efficient? Did you choose to use email because it was the only technology allowed or did you deliberately choose it for another reason? How much interaction did the classes have throughout the project?
Hi Theresa,
ReplyDeleteWe used school email because it is the only technology we are allowed to use with students. The emails are set up by the district's technology person and have to go to the teacher first. I would love to use a blog or wiki because of the efficiency of both of these tools. We corresponded about every three days for two weeks with the other class. It probably would have been faster to call on the phone!
Donna
Coach L,
ReplyDeleteWhenever I do a group project students receive a rubric with the steps that need to be completed. Students sign the rubric for the part of the project they worked on. Some "Jobs" on the rubric may be researcher, illustrator, commentator (if creating a video or power point), and author. Students are allowed to work on more than one job; however, they must work in one or two depending on how involved the project is.
Donna,
ReplyDeleteWhen reflecting about what kind of teacher I am, I too think my style is a mixture of all the different types with an emphasis on the social learning theory. I think it is essential to have students working together and learning from each other. With this in mind, I want to commend you on your example lesson. It sounds like a very well thought out lesson in which students gain a lot from the interaction with their peers. I especially like your rubric idea. Having rubrics that specifically lay out the behaviors and actions expected from each group member is essential to ensure that all members are working to their full potential and contributing to the group. Without this, it is possible that one group member will end up doing all of the work, defeating the purpose of cooperative, social learning.
Thank you for your post.
Elizabeth Stein
Donna,
ReplyDeleteIt's too bad that your district limits your accessibility. Give yourself credit for using what is available. I'm sure it was worth the effort to the students.