I do not think social learning should be the primary method used in the classroom. In the experiences I have had with cooperative groups, at times there is too much playing around by some of the team members. In some groups it seems that one or two people are doing all the work. Social learning is important, and it definitely has its place in today’s classroom, but it should be used in conjunction with other methods of learning.
Now more than ever, technology allows students to collaborate on projects without the constraints of time or geography, (Pittler, Hubbell, Kuhn, and Malenoski, 2007). There are many different ways students can use technology to work in cooperative groups.
Students in my language arts class often work in cooperative groups. Sometimes they work together to problem solve or simply discuss their assignments. Other times they work in cooperative groups to create a project. When working together to create projects, they are shown exemplar projects and given organizers and rubrics before they begin the project. This ensures they understand what is expected of them, and there are no surprises when the assignment is graded.
One of the benefits of social constructivism is that conversation with others helps students to understand things. At times the learner needs a more knowledgeable person to help them understand, and this can be a parent, teacher, peer, or even a computer. Having students explain things to others also helps them to get a better understanding of the text. One activity that helps with this is the Jigsaw Activity. This is where each student is responsible for reading a certain section and then teaching the class about that section. After everyone has taught the group about what they read they have heard about the entire selection.
Having students work together is a powerful strategy, but students need a balance of teacher instruction, cooperative learning, and independent learning.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.
Sounds like our classrooms are built around the same principles. I, though, only have to teach writing. Variety of strategies may create the best student, but I believe down time (alone time) is just as valuable for processing, storing and reflecting to occur.
ReplyDeleteGood post!
I agree also with Virginia that down time is a great time for processing, storing, and reflecting. When students have time to reflect, it does help with future assignments as well as how they perceive things, and its importance.
ReplyDeleteIt sounds like we use similar strategies in our classrooms. I am curious to know what grade levels you teach. I teach 8th grade language arts, but have also taught every grade 1-8. I have found this to be true in all grade levels. It's best to mix things up a bit and use a variety of methods.
ReplyDelete