Cooperative Learning, Conectivism, and Social Learning

http://annejohnsrud.blogspot.com/2009/02/cooperative-learning-and-short-stories.html

Cooperative learning is one of my preferred methods of learning. I enjoy working with others, discussing the information, and problem solving as a team. Some students have a hard time working collaboratively, I believe that many of the issues stem from other behavior or social issues. Many of the trainings I have attended discussed ways of implementing cooperative learning effectively in the classroom. Now the focus is on implementing technology to work collaboratively with others. There are numerous multimedia tools available to help “students interact with each other in groups in ways that enhance their learning” (Pittler, p.139). When students are interacting academically, they are continuing to build their network of knowledge.

Dr. Orey discussed the zone of proximal development as being what a student is able to learn at this time. A student is ready for the information, it is not already known, or too challenging that they need a “more knowledgeable other” (Laureate, 2009). The social learning theories would describe the place where students and technology can act as the “more knowledgeable other”. According to George Siemens, students are able to access an abundant amount of information, and have a rich network of technology in the way they connect with other people and data (Laureate, 2009). It is this ability to instantly access information and connect with others that is the basis for the social learning theories.

Students are able to work cooperatively and construct their own knowledge by utilizing the amazing array of resources listed in our text. By connecting the constructivist and social constructivism learning theories, students can solve a problem by gathering data relying on other people or information available. Many of the resources listed in the text were things I had not heard of, yet I plan to find ways to thoughtfully implement in my future classes. One of my goals is to build a classroom that is more globally aware; by using keypals, students could connect in a timelier manner with other kids around the world. Through communicating and building a network outside of our locality, students can begin to understand the similarities and difference in the world around them. One strategy that I am already using is having a webpage with a shared calendar to communicate events with students and their families. It has been very effective for families as a window into the activities in our classroom. Even though I still write a weekly newsletter, I find that updating a webpage with events and other happenings is an easier method to inform families. The challenge is to support my families who do not have access to a computer or the Internet. I also use the webpage as a resource to collect bookmarks for our different units; students are able to access these links quickly and easily. By opening our classroom to a more global community, but being mindful of student safety and online responsibilities, my students will find new ways of constructing knowledge and creating their networks of learning.

References

Laureate Education, Inc. (Producer). (2009a). Connectivism as a Learning Theory [DVD]. Baltimore, MD: Siemens, G.

Laureate Education, Inc. (Producer). (2009b). Social Learning Theories [DVD]. Baltimore, MD: Orey, M.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice...PB&J

Constructive chaos is one description of the way my classroom operates. We always seem to be on the verge of taking flight to a new topic or direction in a lesson, but everyone is engaged. My students are actively learning within our lessons and at times their questions or responses guide how we will digest the information being offered, and how that information is being presented. My lesson plans are a list of goals for the day; our outcomes and curriculum lead us in a direction with many roads to traverse before we reach our final destination of understanding.

http://commons.wikimedia.org/wiki/File:PBJ.jpg

According to Dr. Orey, the constructivist theory of learning states that students create their own meaning and constructionist theory states that students learn best by physically creating something. These two theories seem to be interrelated. How can you make something without creating a new meaning or idea of it? When making a peanut butter and jelly sandwich, I am creating a new meaning and testing hypotheses of the varying recipes to improve my sandwich or to adjust it to fit what I am wanting. I encourage students to create hypotheses and have them “engaging in complex mental processes” (Pittler, p.202). Students are also applying this method of creating hypotheses to create their own understanding. Pittler, Hubbell, Kuhn, and Malenoski in Using Technology with Classroom Instruction that Works propose six tasks for testing and creating hypotheses. Students can predict and test their thoughts on how something would change, identify a solution with different parameters of a problem, changes to historical events, discover a need and create a solution, identify how or why something happened, and to make a decision with different variables (203). Hypotheses and the constructivist/constructionist learning theories are closely aligned. Students are given a problem and they have to create a hypothesis to solve the problem whether it is from physically creating something or just creating a new understanding of how the problem could be solved. 

Technology plays an important role in bridging all of the ideas from this week’s information. It is a way for students to gather information more quickly, to generate difficult calculations, and to share their learning with others. Applying the use of hypotheses and the constructivist/constructionist learning theories will help my students become more engaged in their learning. They will be more responsible for what they will get out of an assignment. I can be a guide to my students, but like leading a horse to water I cannot make the horse drink, nor can I make my students learn.

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.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Motion picture. Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.