It is essential that some form of social learning occurs in the classroom. I do not believe that it is the primary theory that should be used in the classroom, but it should be used as a part of the learning process. The instructional strategies that are described in chapter 7 directly correspond to the idea of social learning. One example is the use of WebQuests that were designed by students. I think that this is a fantastic way to use social learning. Students would be more willing to do an activity that was designed by a peer than a teacher (although I am sure that students would also enjoy teacher designed WebQuests as well). Students that collaborate on an interactive learning activity is an excellent way for students to learn from each other as well as tie in the constructivist theory of creating something and learning from doing so. There are so many different ways to use social learning (in good ways and in ways that should be avoided).
Pitler, H., Hubbell, E., Kuhn, M.m & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
VoiceThread:
http://voicethread.com/share/892621
Subscribe to:
Post Comments (Atom)
Amber,
ReplyDeleteI have some students tinkering with making a webquest for a younger class. Of course, I hand picked these students and they come during their lunch time (and recess when they are unable to go outside due to cold weather). One of the students has the know how technology wise. Another student has the organizational skills, and the third student really thinks outside the box as far as content is concerned. They are building a webquest on Australia/Oceania. They are going to have to come into my class before school begins to finsih it. I am having so much fun just listening to their collaboration. I sit at my desk and eat lunch and check email and just listen to them. I think when a teacher finds the right group, collaboration can really enhance any lesson. My goal is to have them team up with others for the next continent in 6 weeks after they get their feet wet on the current webquest.
Amber,
ReplyDeleteI do agree with you in that students are probably more inclined to participate in an activity that was created by a peer. They enjoy seeing the creativity of their classmates and critiquing them on their work. As you mentioned, this is a great way to incorporate the constructionist theory as well. Just recently, I had my reading students create a vocabulary song in trios. They worked well together to meet the criteria provided. We recorded it for them so that they could see their own performance as well as their peers. They really enjoyed this activity and it allowed the students to work cooperatively together to construct their learning in a new and creative way that was meaningful and memorable for them. I noticed some of my students were singing the songs and humming the beat of the songs in the hallways. This obviously made an impact and created an episode that the students will remember.
Meghan
Amber I think that you are right about the importance of social learning occurring in the classroom but not as the primary source of learning. Students do need to learn to work together and problem-solve but at times there is a need for different learning styles.
ReplyDeleteAmber,
ReplyDeleteHave you used a student-created webquest in your classroom yet? I did find a few online and have let my students make some, but there are "pros" and "cons". Students are able to create a webquest that is age appropriate and more on the level of their peers, which are both "pros". But, sometimes students leave out vital information or websites when creating their own webquests. I found it helpful to create a concept map and let the students know that they needed to create the webquest by using all of the concepts on the diagram. This helps the students have structure to their webquests, while still being able to make it thier own.
Jennifer