Cooperative learning is an example of social learning. Social learning theories are defined by Dr. Orey as “students actively engage[d] in constructing artifacts and conversing with others” (Laureate Education, Inc., 2011). Cooperative learning is when a group of students work together for a specific purpose where the group is responsible for each other’s learning (Palmer, Peters & Streetman, 2003).
I was interested to read recommendations and generalizations made in Using Technology with Classroom Instruction that Works. The authors recommend not always grouping students in the same way and combining cooperative learning “with other classroom structures” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 140). I agree that it is important to put students into different groups. They need to learn how to work with different people. It is also necessary according to the activity to group them in different ways also. It is important to not just focus on cooperative learning, but more to incorporate it into your classroom.
I also liked that the authors stated that cooperative learning “should be used consistently and systematically but should not be overused” (Pitler et al, 2007, p. 139). This year my county has been pushing for “student talk” and cooperative learning. It is interesting to me because no one at any level thus far has been able to explain to us what cooperative learning is or how they would like to see it incorporated in our classrooms. They just know they are looking for “student talk” and signs that we use cooperative learning. The sad part is that they are looking for signs such as the desks being set up in groups, students at each group having jobs and things such as that. It is as if they are more concerned about the classroom management part of cooperative learning more so than actually having the students learn cooperatively. After reading the resources for this week I have a better understanding of what cooperative learning really is and how much I already use it in my classroom.
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
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 30, 2012, 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.
My VoiceThread: Emotional Disabled Student
Melissa,
ReplyDeleteI liked your comment regarding how to group students and regarding combining cooperative learning with other classroom structures. I have found that my sixth graders are really unaware how to work cooperatively. It wasn't as if I could pair them up this year and say "Ready, set, go!" with collaborative learning. We had to practice, numerous times, how to effectively work together in a group. Once this skill was practiced, it was much easier to incorporate it into other classroom structures.
My school district has also been pushing for "student talk" especially in math. They want students to be able to explain to one another their thought processes. This is a great tool when students can discuss and work out a problem together by verbally expressing their thought patterns. It allows students to see new, correct, or even incorrect ways of working out problems. In the instance that it is incorrect, students can identify that and work together to solve it!
Great Job!
Voice Thread Response:
Your voice thread was great! I liked how you used the pictures of your strategies you were already using and voice over to explain them. I actually have 3 students of this caliber this year. I have tried many of the strategies as well. An additional strategy (depending on need) is to have large plastic jewelry around their neck for them to bite or chew on during instructional times. In place of the chair cushion, I have also used a workout ball for students to sit on. It requires them to engage their whole core and body to keep them on the ball. This has been very beneficial for two of my students. The schedule is a great tool for students with emotional disabilities. I have pictures schedules for my three students. The use of these really helps them to be at ease about what will happen in the afternoon. Also, we take "class walks". Not only is this good for all students, but it does provide a change of scenery for these particular students.
Hi Melissa.
ReplyDeleteIn your blog you made some really good points. Being told to use groups is not very valuable unless we have some ideas on how to do it. I agree that in our reading there are some solid guidelines to help us. I like the use of Rubrics. You can tell students how to do it but as you know, in one ear out the other, but a paper with guidelines that they can refer to will help.
Also the use of groups should not be overused. Group work can be beneficial but it is similar to eating Lobster, it is a delicacy, but eating lobster for breakfast, lunch, and dinner, and snacks for a month, and lobster will no longer be so special.
I really like to mix up strategies to keep myself and my students motivated.
I definitely agree that we must create groups of different students to help faciliate better relationships within the class as a whole.
ReplyDeleteAlthough I love cooperative learning activities, I have come to a realization that it seems as if it is the only thing that our district believes in. They have gone to an extent that our students must be grouped together and must work in groups the majority of the time. Sometimes, it is just better for students to work independently. There needs to be a good understanding for what true cooperative learning is and how to implement it correctly.
I think that through the resources and work of my colleagues, I have learned how to better implement aspects of social learning theories.
Nicole