According to Dr. Orey (Laureate Education, Inc. 2011) social
learning theories can be defined as students who are actively involved in their
learning and are communicating with others. Lev Vygotsky introduced the world
to the Zone of Proximal Development (ZPD). Shortly put, the zone of development
is what the student already knows, can do on his or her own, and what that
student can do with the help of a more knowledgeable other. The use of
collaborative learning in classrooms meets both Dr. Orey’s definition of a
social learning theory and Vygotsky’s ZPD.
Collaborative learning, according to Hubble, Pitler, and
Kuhn (2012), “Provides an environment where students can reflect upon newly
acquired knowledge, process what they are learning by talking with and actively
listening to their peers, and develop common understandings about topics” (p.
73). While students are working together, Vygotsky’s ZPD is represented since
students are not only collaborating, but they are also teaching one another.
When this occurs, a more knowledgeable other is helping a teammate reach the
next level of understanding. Teachers are also available to be the more
knowledgeable other as needed.
Technology can help connect students both inside and out of
the classroom and help organize material for cooperative work. As discussed in
other postings, both wikis and blogs provide students with the opportunity to communicate
and work together to create a resulting artifact, but there are other technologies
available for students such as Facebook, Skype, and Instant Messaging.
One of the reasons I love utilizing cooperative learning in
my classroom is the fact that students are given roles to perform that allow
students to be involved in their learning, but they are also responsible to
their group-mates. There are several styles of groupings that can be created in
order for students to learn with each other such as the jigsaw strategy. In
this strategy students are responsible for being experts in one group and then changes
groups so that he/she can teach other classmates. This strategy is very simply
described in the YouTube video The Jigsaw Classroom (gummy bear style). Other styles include
diversity groups, pair-share, and peer-led conferences (Orey, 2001).
Cooperative learning allows students to work together to
explore and construct knowledge and understanding from a lesson and build 21st
skills by incorporating technology. Through collaborative learning, both the
individual and the environmental social setting is addressed and utilized
(Orey, 2001)
References:
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.
Orey, M. (Ed.). (2001). Emerging perspectives on learning,
teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Dorothy,
ReplyDeleteI took pleasure to peruse your post and gleaned some insights on cooperative learning and social learning in general. You placed emphasis on a more ‘knowledgeable other’ someone that students can use as a resource person who can help them in collaborative learning. In the context of the classroom, sometimes there are students in a group that can help the group and sometimes there are students who are incapable of helping themselves. Perhaps the teacher can act as the person who has more knowledge and can guide the students. If a classroom does not have a seconder, who would you recommend? Would it be parents, siblings, or some other person that can assist in this regard? I am thinking of the collaboration outside of the classroom and also in the classroom.
I, too, like what Pitler, Hubbell, Kuhn (2012) stated as reflecting on the knowledge that has been acquired. They cannot act as sponges on the information they have gleaned but they have to apply critical thinking skills to analyze the new information and evaluate it for its effectiveness. I never thought of the knowledgeable other and that set me thinking. Thank you for the insight.
Reference
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that works (2 nd ed.). Alexandria, VA: ASCD.
Chapter 3, “Cooperative Learning” pp. 73- 87.
Sandra, thanks for your response. In my classroom, seating is arranged in groups so that there is always that one student in each that can lead (be the rock) of the group, even when they are not serving in the leader position. There are also typical students in each group (usually two), but there is no more than one student who is “incapable of helping themselves” in each group. This way, this student is surrounded by students who are available to help teach him/her as well serve as a model student. And yes, the teacher is always available to be another more knowledgeable other. However, students know that they are to discuss with each other before going to the teacher for advice/help. Technology can be the more knowledgeable other (especially when parents or siblings are not available) outside of the classroom as students can communicate with other students online.
DeleteChristine
Hi,
ReplyDeleteI concur that technology plays an important role in collaborative and cooperative learning. Skype is an exceptional tool for such.
Skype in the classroom allows students to interact and share knowledge from around the world.
Many of the 21st century skills can be utilized when cooperative learning is used.
Semonique
DeleteSemonique, thanks for your response! I have not been able to utilize Skype in the classroom yet, but the potential it has for the classroom is so exciting! And I cannot wait till the proper time comes for such a use.
Christine