Social learning theory integrates behaviorism and cognitive
learning theories in order to provide a comprehensive model that could account
for the wide range of learning experiences.
Cooperative learning Dr. Orey proposes those students who are
actively engaged in constructing an artifact and conversation about that construction
are learning at a high level (Laureate, 2011).
Cooperative learning focuses on having students work together in groups
in ways that enhances learning. It also
provides an environment where students can reflect about newly acquired
knowledge, think about what they learned by talking and
listening to other students, and create a common understanding about a topic
(Pitler, Hubble, & Kuhn, 2012).
Because of this, I feel that cooperative learning is directly correlated
to social learning.
Cooperative learning basically has two components that should be
emphasized to get the most out of this strategy. The first is to include positive independence.
This is when the individual student creates
an outlook where the success on the part of one promotes the success of other
in the group. The second component is individual and group accountability. This
is when each student has the responsibility to do their part well to in order
for the group to succeed in its task (Pitler et al, 2012). If the student can maintain these attitudes throughout
the cooperative learning activity it should promote motivation which can lead
to a greater buy-in the task, and increase achievement and learning of the
concept.
I have created a VoiceThread for my class that is based on comparing
books and movies that have been based on them.
While the individual students are responsible for contributing to this
activity, the goal is to have a catalogue of book/movie reviews from the student’s
perspective. The students are encouraged to respond to other students’ comments
in hope that it fosters conversation within the VoiceTread.
The URL for the VoiceTread is below and also I embedded it.
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. R., & Kuhn, M. (2012). Using technology with classroom
instruction that works (2nd ed.). Alexandria, VA: ASCD.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
DeleteSteve,
ReplyDeleteCooperative learning is a great strategy to use in class to promote social learning. If done right, it can be a great experience that is both fun and motivating for students(Pitler, Hubbell & Kuhn, 2012). You sound like you have a great understanding that, when put into groups, students need to have a clear understanding of their role within the group. I always try to emphasize to my students that they are given two grades for group projects. I grade them individually and as a group. Sometimes, groups do not work out as well as the group members had hoped. I remind students that this is a great learning opportunity for how it will be when they have jobs. You may not always like who you have to work with, but you still have to do your best because your work is a reflection of you. Like me, I believe that you are sixth grade as well. What are some projects that you used cooperative learning? How big do you have the groups?
References
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Patricia
PS- Sorry about my chaos down here in the comments section! I forgot my references, and when I deleted it, I didn't think it would keep the original threads and just say it had been removed. I thought it would look brand new again.
Patricia,
DeleteI also remind the students that group work is a real-world life skill. Generally, they do not get to pick who they work with in a real job, just like they don't get to pick who their neighbors are when they get a house (seating chart justification.)
I do use cooperative learning across all subject matter. In reading, I use it for my novel activities. In math, there are problem solving strategies, like the poster method which is an organized strategy through the Balanced Math program we adopted to to help us teach the Common Core standards. In science, I use it when we do labs and exploratory activities. I use it for activities in social studies and writing as well. Depending on the activity group sizes range from 2-6, depending on the complexity and the amount of materials and the availability of computers in the classroom.
Steve
Steve,
ReplyDeleteI agree with your connections between cooperative learning and social learning, it seems to me that in order to have a cooperative learning activity you must allow and follow the limitations of the social learning theory in allowing your students to interact and work together. I enjoyed how you broke the theory down into the two different specifications that an activity must have in order to qualify as cooperative learning, without each piece one cannot have the whole. In essence however, the theory might just at well be called the Socially Cooperative Learning Theory!
Nate P.
Steve,
ReplyDeleteI use cooperative learning quite a bit in my classroom. I have, however, cut down on grading the groups' work as one group grade. The reason for this is because I get so much grief from parents about how it isn't fair that their child got a low grade; it was people in the group who did not do their part. I use rubrics that are straight from the cooperative learning gurus. I try explaining to the parents that the I am teaching real-world skills, but they just don't get it. When we worked together during our last class on the group Wiki, I started to see the validity in their words. I didn't like it very much when I saw people in my group not putting in the effort that others and myself were putting into the project. What do you think about this? Did you have the same issues I have or see it a different way?
Thanks,
Tom
Tom,
DeleteI understand about trying to validate a group grade. Fortunately I haven't had any parent issues, but some of my colleagues at school asked a few questions on my justifications. I try to emphasize real-world skills also, that we teach more than just academics, some agree and some don't. I do tend to have two separate grades though when it comes to cooperative projects. So that the parents can see that the effort their child has put in the activity and the outcome of the group. What I generally see that when there is a good effort exerted by one or two students, the final grade tends to be decent. Its when there is no or little effort by each individual that there tends to be problems in the final product.
Steve