Social Learning is defined by Dr. Michael Orey as "students actively engaged in constructing artifacts and conversing with others" (Laureate Education, Inc., 2009). This ties in directly with the definition of cooperative learning, which "focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In essence, we are dealing with the concept of group work.
Group work, or cooperative learning, is an advantageous way for students to learn and process material. It allows teachers the opportunity to be facilitators. The teacher introduces new concepts, then the students take the lead and learn the material on their own, while the teacher observes and guides the learning. Students can be placed in permanent (base) groups in such a way that each person's strength can be taken full advantage of. The material that the students have learned can be presented in a variety of ways, including web pages, PowerPoint presentations, videos, and wikis.
The material itself can be learned in several ways. The first way is where each student researches the entire topic, discusses it with their group mates, then comes to a consensus. Web pages and wikis are great ways for students to create this type of presentation. This method, however, can quickly result in one member of the group doing all the work while the other members do nothing and take credit. The second way, utilizing a "jigsaw" strategy, requires each student to research one sub-topic each, then come together with their group members to build the whole product. The "jigsaw" method relies on each group member doing their own part of the work to create a complete project. The students can"come together" during school hours, or after school through Skype, a wiki, or email. The key to being successful using either method is communication. The students must collaborate frequently in order to create a finished product.
Resources
Laureate Education, Inc. (Executive Producer). (2007). Program eight [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Have you ever noticed that the age of the group really doesn't matter. Group members tend to fall into the same catagories at any age. You mentioned that it was important to group students according to a jigsaw strategy so that no one student does too much or too little work. I think that this is important at all age levels. I remember back a few classes ago in the Walden program. When the group I was assigned to had to design and build a wiki space, there were a few of us who seemed to "lead" the group. And even though we are all adults, there were two who literally did nothing and added their names to the finished product 5 minutes before midnight the day it was due. I wish the instructor had laid out better duties. I know it was a project to learn how technology can open the lines of communication, but I felt like I was back in middle school. Frequent collaboration is vital.
ReplyDeleteHi Todd,
ReplyDeleteI agree with you whole-heartedly. I experienced the same problems you encountered regarding the wiki project a couple of classes back. It seemed that three or four students did the majority of the work, while the rest of the group kind of sat back waiting to see what was going on. It was a great learning experience for me. I learned a lot about how to create a wiki. It seemed as though I was on the computer non-stop for about three or four days straight, working on it, helping others in my group work on it, and fine tuning everything. The funny thing is though, I would do that type of project again in a heartbeat.