The learning theories Connectivism and Social Constructivism place a strong emphasis on learning through various social interactions. Dr. Orey defines social learning as students interacting with each other while constructing an external artifact to demonstrate learning (Laureate Education, Inc., 2011). Social learning greatly enhances students’ ability to construct meaning. The social constructivism theory bases students learning on the relationship they form between their culture and the new information being learned (Kim, 2001). Students must interact with more knowledgeable others to construct social meaning of various symbols and systems within their culture (Kim, 2001). In Connectivism learning is believed to occur through forming networks of knowledge through people, technology, and social structures in which students can navigate creating social learning communities (Davis, Edmunds, & Kelly-Bateman, 2008).
Social learning can be implemented in the classroom through utilizing the instructional strategy of cooperative learning. Cooperative learning is a way for students to interact with each other to construct new knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007). Teachers can have students work in pairs or groups of three to four when working in cooperative groups. Within their cooperative groups students learn through their social interaction with others. While students are working together to complete a task students are also given individual accountability and specific roles (Palmer, Peters, & Streetman, 2003). “By combining teamwork and individual accountability, students work towards acquiring both knowledge and social skills,” (Palmer, Peters, & Streetman, 2003). This will help prepare students for a collaborative work environment. My school district is placing a strong emphasis on cooperative learning this year. We are reading the book Cooperative Learning in the Classroom by Wendy Jolliffe to learn more about cooperative learning. While my school district is on the right track of creating more student centered learning opportunities and accountability, they are not clear yet on what they expect this to look like in the classroom except for incorporating “student talk” in every lesson. Student talk is vital for student learning but if it is overused it will not be an effective strategy. It is important to still use a variety of strategies when implementing instruction.
“Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (Pitler et al, 2007, p. 140).” Students can use various educational technology tools to assist them when working in cooperative groups. Students can utilize social bookmarking sites and calendars to share information with each other, students can collaborate on a group wiki page, students can also use blogs to share thoughts and respond to each other offering feedback. The technology tools we have today allow students to work cooperatively both in and out of the classroom.
References
Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved
Kim, B. (2001). Social Constructivism. In M. Orey (Ed), Emerging perspectives on learning teaching, and technology. Retrieved 1/28/2012, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Chelsea,
ReplyDeleteYou are so right about ‘student talk’ in that, it should not be used all the time. When students are allowed to contribute to a topic at hand, they are able to draw from previous knowledge and experiences; but sometimes it drags the lesson out of control and the main idea of the content may be lost. On the other hand, when cooperative learning is used and supervised, the purpose for effective and elaborate learning will be achieved. I hope your district will be able to formulate a strategy for it's use because of the benefits.
Damilola
Damilola,
DeleteMy county is struggling right now to determine exactly what they think student talk should look like in the classroom. My Principal is not sure what cooperative learning is, cannot give examples really of how to use it in the classroom, her main focus is on student talk. She expects that we should be using student talk in every lesson continuously. During her walk through the only thing she looks for is student talk. She seems to think if we are not using student talk every few minutes we are not engaging our students. I think student talk is a great strategy but it should not be used all the time. Students respond to varied instructional strategies that give them a multitude of learning opportunities.
Chelsea
Hi Chelsea,
DeleteMaybe you can lay hands on articles or magazines on cooperative learning and related topics and slip them to her so that she can be educated. Hope she wouldn't see the act as offensive, would she?
Chelsea,
ReplyDeleteWhen I began teaching, the principal kept asking for more "student talk" but did not define what she was looking for. My students were VERY social, but not always about their school work. I found technology to be a great way to allow them to be social and focused on the task at hand. When I ask my students to comment on a VoiceThread, I have found that the only talking going on in the room is the discussion they are having online. The students even understand that the microphones pick-up background noise. They realize that if they are not actively commenting, then they should not speak because it will be heard around the world.
Kate
Kate,
ReplyDeleteMy principal as well does not define what she thinks student talk should look like. Its almost as if she heard the term and then thought every teacher should do this all the time. VoiceThread is an excellent medium to use for student talk. I think using a technology tools such a VoiceThread might even generate more effective student talk then working in pairs or groups during a lesson. Thank you for your post!
Chelsea