Sometimes the best way to learn something is through teaching it. Every year, as teachers take on new roles and curriculum in the classroom, they struggle to learn the curriculum for the year year, but after that year, they realize they have learned a great deal about the content and can explain it quite well. The same thing applies for students. Through the use of technology, teachers have the ability to use social learning strategies to more effectively teach their content.
One of the ways that teachers can use the social learning strategies is by creating jigsaw group project in which students are responsible for learning a concept in a group, and then teaching it to other students in another group (Laureate Education Inc, 2009). This lesson style can be done in a variety of ways, by having students not only teach their peers within the classroom, but also teach peers in other classrooms through websites such as ePALS (ePALS.com), or Keypals Club International (www.worldkids.net/clubs/kcl). Sites like these allow students to communicate with their peers in other areas to work with them to share information and to gain knowledge while potentially spanning the country, or even globe.
Another way that teachers use social theory strategies and cooperative learning is through the use of webquests. A great tool that I used this past summer for teaching students math skills while planning a trip across the country. By using a variety of math skills to create a budget, map out the mileage and also make an itinerary, students were placed into groups based on their strengths and weaknesses so that everyone could help each other out to learn key life skills. A good webquest utilizes a variety of the basic fundamentals of the collaborative learning theory such as positive interdependence, group accomplishment and team work, and group accountability (Pitler et al. p. 147, 2008). Webquests are usually easy to create or find, and can be tailored to fit any of the objectives the teacher incorporates into the lesson.
References:
Laureate Education, Inc. (Producer). (2009). Program seven. Social Learning Theories. 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.
Travis,
ReplyDeleteI love your idea on Web quests; I think I can do something like that in my History/Geography class in which students travel the world while researching things like culture, religion, economy, and language. I agree that this would be a great tool for Collaborative-Cooperative learning if done correctly with teachers setting the framework and standards or procedures for the students to follow.
Good Post,
Eric
I would like to be able to use tools such as Webquests more often. Our school's problem is that core classes have very little access to the computer lab. I have been to schools where technology is available to every student, but that simply isn't reality for us. Knowing that tools exist which would make learning interesting, engaging, and relevant for my students, yet knowing these same tools are not accessible to them is very frustrating.
ReplyDeleteYou have some great ideas Travis! My students have used a webquest created by someone else, but I have never created one myself. That is on my list of things to do this summer. I am going to try to create webquests for the historical fiction novels my students read. Any suggestions on a site that is user friendly for creating the webquest? I have used the Jigsaw activity with my 8th graders, and it is one they enjoy. I would also like to try using ePals. Thanks for the great ideas!!!
ReplyDeleteFor the webquest, I just use it as an extension off of the school website I need to maintain (which I haven't updated this semester). Honestly, it's not that hard, and I will see what I can do to help out, but the important things to consider is knowing your objectives, and giving students enough resources to find the information they need to.
ReplyDelete