On a daily basis, we teachers see how much students are affected and learn from their environment. Everyday I have students telling me about something they did or heard from a parent or grandparent that influences the way they see things and how they learn. Each and every student has a uniqueness about them and their experiences reflect that uniqueness if we take the time to listen and allow them to elaborate. Many times we have to steer the conversation back to where we want or need it to be but rather we want to admit it or not learning is taking place within the classroom from each other this is certainly social learning. I tend to agree with Kim that each of us has our own reality and none of us will see the same thing in the same way it might be similar but we will still see it differently (Kim, 2001).
Cooperative learning allows students to interact with their peers to construct things through problem solving, decision making, critical thinking, analyzing, researching, negotiating,discussing, and evaluating. Students helping students learn and working together in a group setting to reach a common goal and enhance learning without the teacher having to tell them everything or having to tell them how to do it just there to guide and assist if and when needed. Once students feel they are needed and a part of something they tend to feel better about them self and they tend to attendance increases as well as more appropriate positive peer interaction. Students are sharing and comparing which is certainly what social learning is all about (Palmer, Peters & Streetman, 2003).
Technology is like the missing link to the puzzle it plays a role so unique and vital because it facilitates the group collaboration. Groups can communicate through technology and not be in the same room, house or even in the same city any time of day or night as long as the technology is available this certainly does help them to be lifelong learners which is exactly what we want for our students, to never stop learning.
References:
Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 1/26/2012, from http://projects.coe.uga.edu/epltt/
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed), Emerging perspectives on learning, teaching, and technology. Retrieved 1/26/2012, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Melenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA ASCD.
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Cooperative learning experiences get kids excited about learning. Students love to show their peers how to perform a specific skill or explain a concept that they already understand. Motivation increases even more when students are working cooperatively on technology-based projects. Technology provides so many different opportunities for social learning. The skills they develop through these interactive learning activities will prepare them for the real world.
ReplyDeleteYes, it does becasue they love working on the computer and doing all the neat stuff. I have seen the benefits of allowing my students to work in groups and to collaborate together to come up with solutions to problems they are presented with. It has made a difference. I see learning taking place that I never dreamed would.
ReplyDeleteIt is very interesting, I think, to have taught in classrooms with no computer access at all and then to see the difference in more technological classrooms. Many of my colleagues cling to their traditional, low-tech ways, and I do still see the value in using that approach sometimes, but you're right when you say that cooperative tech projects make students feel like they're needed and a part of something important--that's exactly what gets them excited, I think!
ReplyDeleteTonya,
ReplyDeleteYour observation that "none of us will see the same thing in the same way" reminded me of an activity that I did with my students. I presented the question "Is the rock cycle really a cycle?" They split into groups based upon their answers. I then randomly selected three students from each group to debate the question. There was no wrong answer, but the discussion was amazing and the debate was intense. They loved it and were extremely engaged. I think they were somewhat disappointed that neither group "won", because there was not a wrong answer. However, they learned a valuable lesson about respectfully having disagreements.
T.J.