Social learning theories emphasize the importance of interaction with others in order to construct knowledge. Since knowledge is unique to every individual learner based on prior experiences and schema, the interaction between peers allows students to look at content through another’s perspective and learn from their knowledge.
Two ways in which students can interact with others to evolve their knowledge and interpret meaning is through collaborative and cooperative learning. These two terms are often used in correlation with each other, but they are different.
Cooperative learning is when each member in a group is responsible for a portion of the work. It is the groups job to ensure all members understand the content. Cooperative learning usually solves close-ended problems where the teacher is aware of the solutions. There are some generalizations that Pitler, Hubbell, Kuhn, and Malenoski (2007) recommend following when incorporating cooperative groups in the classroom.
- Organizing groups based on ability level should be done sparingly.
- Cooperative learning groups should be small in size. Usually these groups are between two and four students.
- Cooperative learning should be used consistently and systematically but not overused. (p. 139)
Some groups are informal and change often. A think-pair-share is an example of an informal group when students turn to their neighbor to share information. A base group is a long term group where students “support each other throughout a semester or a school year” (Hitler, Hubbell, Kuhn, & Malenoski, 2007). My students have base groups to support each other for a quarter. They sit within groups of four and often work cooperatively on math problems as well as science experiments. Recently the students created compost bags in their groups. One bag contained worms and the other did not. They observed the bags daily and discussed their observations to discover how the food was decomposing differently in each bag. Through discussion students brought different perspectives and experiences to the group. They each wrote their observations and hypotheses in their science journal, but they were able to validate their ideas by discussing with their peers.
Another way that students can participate in a cooperative learning project is through a jigsaw. In a jigsaw, each member in a group is responsible for learning or researching specific content to share and teach the rest of the members of their group. When students teacher others, they “develop a deeper understanding of the content” (Orey, 2010).
Collaborative learning allows all members of the group to work together to solve an open-ended problem. The teacher does not usually know the solution to the problem. Since collaborate learning is graded as a group effort, rubric should be generated to establish expectations and goals.
One example of collaborative learning is through project based learning. The teacher’s main purpose in a student-centered lesson is to provide resources and feedback when necessary. Students tackle authentic real-world problems. They work collaboratively in groups to generate and test hypotheses. They develop strategies to solve problems using their prior knowledge and schema. Afterwards groups reflect on their solutions and are given feedback from their teacher and peers. If an artifact is created, it can be modified based on the evaluation.
Technology allows students to collaborate using sites such as ePals. The ePals website is a global community that allows students from across the globe to collaborate on projects. My students are in the process of starting a project with a third grade classroom in Turkey. This particular project allows students to communicate through monitored email to explore each other’s cultures. Students will be able to compare the similarities and differences of each others lives through analysis which is a complex thinking skill.
Conclusion
Although the social learning theory has been around for decades, social learning practices are becoming more common in the classroom. Technological advances are allowing collaboration between professionals in the workforce from across the globe and classrooms across various school systems. This socialization is done instantaneously as communication is exchanged through email and videoconferencing. As George Siemens (2006) states, “ we have a broader complex environment in which we are situated”. Students need to be exposed to the current trends so they are equipped with the skills necessary to succeed in the workforce. Cooperative and collaboration learning through the use of technology will achieve this goal.
Resources:
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2010g). Program #: Social learning theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Siemens, G. (2006). Knowing knowledge. Creative Commons License.
4 comments:
I like how you form base groups for your students each quarter. I have never had my middle school students stay in the same group for long periods of time. Do you feel students feel more comfortable to participate in cooperative learning activities while in their base groups compared to switching their groups for each new activity? I predict you will say that your students become comfortable and learn to know their strengths in their base groups.
Sara,
My students begin to know each others strengths and how to collaborate effectively with each of the personalities. Some groups have students that tend to take on the leadership role while others have students that tend to sit back and let others participate. It is an opportunity for me to guide these particular students to build on their strengths and weaknesses as collaborators. The leaders work on allowing others to participate and take on responsibilities, while the quiet students work on participating and eventually taking on a leadership role for an activity. It is easier for the students to work on collaborating skills with base groups because they become familiar with each other and help each other build on their weaknesses and strengths. It is an effective way for students and the teacher to see growth.
I am very excited for your students and their participation with epals. I teach middle school and have worked to develop a project similar in nature, science related. My administration was very reluctant and was concerned about parent reaction to the project. The technology is at our finger tips and so many have fears with letting our students have the access to use it. When I suggested Second Life to my administrators they responded as if I were out of my mind. I am trying to help them see positive impact of using these tools in the classroom.
Keri,
The distinction between cooperative learning and collaborative learning in your blog was clearly stated and the examples of applicable tasks add a 21st century spin on these tried and true teaching strategies.
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