The use of “cooperative learning” (Pittler, Hubbell, Kuhn & Malenoski, 2007) as an instructional strategy can have a positive impact on student achievement. “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (2007). This approach supports social learning idealogy that states each individual has the capacity to learn at his or her given level when provided with the proper support (Laureate, 2009). In “cooperative learning” (2007) environments, support is provided through the development of “positive interdependence, face to face, promotive interaction, individual and group accountability, interpersonal and small-group skills, and group processing” (2007). These five components are critical to the success of each individual as well as the group as a whole because they build a sense of community and foster responsibility.
The development of technology has but a new spin on “cooperative learning” (2007) and enabled students to reach out to others all over the world. This new type of learning strategy where technology, social networks, and information come to together is called connectivism (2009). Connectivism allows students and educator to stay connected with current trends and change education from the former rigid tiered learning process to a multi-dimensional sensory experience (2009). Web-enable resources like The Global Schoolhouse www.globalschoolnet.org/GSH/ (2007) and Jigsaw Classroom www.jigsaw.org (2007) offer students and educators the chance at worldwide collaborate with others in order to create an artifact. Helping students make connections and demonstrate articulation of content while part of a team is a crucial part of the social learning theory.
Julie Sorg
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
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10 comments:
Have you spent much time doing jigsaw's in your classroom. I have done them a few times with some success...but not as much as I would have liked. I always find that jigsaw's heighten students awareness of who the strong students are and who the weak students are. Group members, in my experience, have always gotten angry with the weaker members for not bringing back more information to share. Just wondering if you have found this, or if you have found a solution to this problem?
In my art class I have my students practice social communications by having group conversation about artwork or brainstorm sessions about project ideas. I find that these learning opportunities really help my students be active listeners -a skill even adults have trouble with! When we start integrating social technologies into our class we really are helping our students develop the skills they will need to have in their future careers.
Julie,
Teaching Pre-K students, I was wondering how you incorporate technology with cooperative learning with your young ones? If it we were me, I would probably feel like I need cloned so I could constantly be with each group, observing and helping them along. How easy/difficult is this for you to manage?
Jennifer Robinson
Jennifer,
When it comes to using technology with cooperative groups, I usually do it in a small group setting with one group at a time. Anything else would leave me bald by the end of the period. There are some sites my students can navigate independently just not cooperatively in a group.
Julie
Kristina,
Brainstorming with my pre-k students usually has me in stitches. We do a lot of KWL charts together to assess our learning. Most of the time I find they are so serious in their critique of the Know part after we complete the Learn segment. It is a great tool to use.
Julie
Reedblogger,
I have seen Jigsaw used, but it is too advanced for my pre-k students. Peer pressure is such a iffy thing. I have to say I understand your students' dilemma and have been their myself. That is a solution I am not sure of.
Julie
Julie,
Do you find it difficult to use cooperative learning in your classroom? I know that it works well with fourth graders, but I wondered how different it would be with the younger ones. Also, thanks for sharing the links. They seem to be very useful.
Linzie
Linzie,
I have taught 4th grade and find getting four & five year olds to work together is easier than 9 to 10 year olds. Most of our cooperative groups center around small group center based instruction. I use a lot of games, puzzles, and manipulatives to spark their curiosity. It usually takes till about November to have smooth transitions and sustained time of task.
Julie
Social Learning is about individuals working together to reach a common goal. It puts students in teams to learn form one another. They learn to build relationships and share collaborative ideas to promote a product. If we look around everything is based on teams. We have sports teams, school clubs, and business teams. We also work as teams in our government. The U.S. president relies on people to help solve the worlds' problems. He does not do it by himself. Why not have students learn this early and often?
Jay
Julie,
I have been to some trainings on cooperative, collaborative, and social learning and lots of the ideas are geared towards older studetns. The jigsaw is definately an older student thing. I have found that if I group my younger students with a model student it works better than a homogenous group. I have lots of issues with homogenous grouping. It is hard for the teacher of the group and the students to collaborate.
Brand Raieny
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