Connectivism and Social Learning in Practice

"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."
                                               -Albert Bandura, Social Learning Theory, 1977

“As the idea of cooperative learning revolves around the concept of students interacting with each other for a common purpose in learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg152).  Social learning theory is when, “Students actively engaged in construction artifacts and conversations with others” (Laureate Education, Inc., 2010).  The relationship between cooperative learning and social learning theory is students are actively working together to gain understanding and knowledge about content.  “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg139). 

“Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg140).  Different technology tools can be set up in the classroom and extended outside of the classroom as well.  “Web resources facilitates powerful collaboration at any time of day and from any geographical location” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg154).  Students are able to work on activities or create projects with other students they have never met using different technology tools.  “Now more than ever, technology allows students to collaborate on projects without the constraints of time or geography” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg153).

In my Kindergarten classroom I have set up small cooperative groups for my math intervention students to work in, most of these students are struggling to obtain number sense.  I have several small groups working on different tasks. One particular group of students are working on ordering numbers 1-20.  As I watch these students I notice that they are all participating to help one another.  Some students are still struggling with the number six and number nine, which is very common for five and six year olds to do.  I see a child who I would call more of the observer step up when the number nine is put in place of the number six and address the issue.  “One of the really best ways of learning content is to teach it” (Laureate Education, Inc., 2010).  The other students immediately let that child make the change and continue putting numbers in order.  Working in these small groups not only benefits the child being taught but the child teaching the information as well.  “Teaching others helps the learner develop a deeper understanding of the content” (Laureate Education, Inc., 2010).  To see students at such young ages teaching one another content is very pleasing and rewarding.

URL:

Why use Cooperative Learning?

Elements of Cooperative Learning
Class Activities that use Cooperative Learning

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

Daily Dose of the Web:  http://internet4classrooms.com/daily_dose.htm

Reference:

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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