The Connection between Social Learning Theories and Cooperative Learning

According to George Siemens, “Education is complex” (Laureate Education, Inc., 2009). No educator today will argue that simple fact. Teaching mandated curriculums in addition to 21st century skills proves to be a daunting task for many due to uncertainty as to how to effectively align the two. However, today’s students are a part of a networked society and “[t]o be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (Pitler et al., 2007, p. 139).

Cooperative learning supports the idea of social learning. According to Dr. Orey, students construct meaning when they are actively engaged in constructing artifacts and conversing with others (Laureate Education, Inc., 2009). Social learning theories also suggest the use of more knowledgeable others when constructing meaning. Although a teacher frequently fills this role in a classroom, through collaborative groupings, students may be paired with another student to fill the role as the more knowledgeable other. Technology can also be used to support this form of social learning.

“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 et al., 2007, p. 140). Through the use of multimedia, Keypals, WebQuests, web site development, and collaborative organizing tools, students can gain invaluable experiences which allow them to work collaboratively with other individuals towards a common goal. These technological tools require students to compare their perspectives and knowledge of particular topics and ultimately, encourage students to develop meaning based on experience.

Social learning theories definitely have a place in our classrooms as our world become increasingly interconnected. Using technology is an excellent way to give our students the experiences they need to better understand how to effectively communicate and collaborate with others to reach a common goal.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 7. Social Learning Theories. [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Program 8. Connectivism as a Learning Theory. [Educational video]. Baltimore: Author.

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

Constructionism in Practice

Constructionist learning theories are demonstrated when project-based learning is taking place in the classroom. According to Han and Bhattacharya, project-based learning allows learners “to become active builders of knowledge while confronting misconceptions and internalizing content and associated conceptions” (Orey, 2001, p. 10). Constructionism is reflected in student-centered learning environments and the creation of artifacts that demonstrate the learning outcome (Orey, 2001, p. 9-10). This week’s resources mentioned numerous methods for which teachers can encourage their students to solve problems by using technology with the focus being on students constructing their own meaning based on learning experiences. Dr. Michael Orey is a proponent of utilizing PowerPoint as a tool for which students can “build something” to demonstrate their understanding of a concept and take an active role in the learning process (Laureate Education Inc., 2009).

Generating and testing hypotheses demonstrates constructionism as it requires students to use the mechanisms of learning outlined by Dr. Orey: assimilation, accommodation, equilibration, and schema (Laureate Education, Inc., 2009). Throughout the learning process, students are continually actively constructing meaning. “Technology can play a vital role in generating and testing hypotheses because new development in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data” (Pitler, et al., 2007, p. 203). Teacher-created interactive spreadsheets and data collection tools give students the opportunity to complete authentic tasks and use higher level thinking skills to solve problems more efficiently.

If students construct meaning by doing, the gaming software referenced in Using Technology with Classroom Instruction that Works can provide students with opportunities to become actively involved in the learning process by requiring students to apply what they have learned to solve problems and/or carry out tasks. According to Pitler et al. (2007), “[s]imulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (p.213).

Meaningful learning takes place when students are actively involved in the process. Teachers cannot simply impart information to their students, as it is the student who must construct knowledge in his/her mind. The use of technology can motivate students and provide them with unique ways to individually demonstrate their understanding of core concepts.

References:
Laureate Education, Inc. (Executive Producer). (2009). Program 7. Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

Instructional Strategies that Support Cognitive Learning Theories

Today, there is much information for educators to use in helping their students store information in their long-term memories. Understanding how the brain processes information and builds connections provides educators with the knowledge necessary to develop units and lessons that are meaningful, engaging, and give students experiences from which to build multiple connections to information stored in their brains. According to Dr. Michael Orey, long-term memories are stored in networks (Laureate Education, Inc., 2009). Teachers can capitalize on this knowledge by providing their students with multiple opportunities to learn and store core concepts by using several of the teaching strategies and technology tools described in Using Technology with Classroom Instruction that Works. Through consistent use of multimedia, advance organizers, higher level questioning, summarizing, and cueing, teachers can take a proactive approach to teaching students how to organize information and require them to use stored information to make connections between concepts and ideas.

According to Pitler et al. (2007), educators can teach their students how to retrieve, use, and organize information about a topic through the use of cues, questions, and advance organizers (p. 73). Through the use of a cues and questions, students will develop a greater understanding of what they are about to learn and can begin the process by building connections to their own background knowledge. Technology such as Kidspiration and PowerPoint, are examples of “editable visual aids and multimedia resources that appeal to a number of learning styles” (Pitler et al., 2007, p. 79). Additionally, use of such visual aids is supported by Paivo’s Dual Coding hypothesis which supports the idea that information is stored as images and text (Laureate Education, Inc., 2009). By including images that support the development of connections, students may be more apt to retrieve information based on a specific image.

Through the use of summarizing and note taking, students learn how to synthesize information and present it in a concise form. Both of these strategies support cognitive learning theories as they encourage students to organize information in a manner that is meaningful. Teachers are encouraged to provide their students with teacher-prepared notes and to teach their students how to take notes through a variety of formats to provide students with multiple visual representations (Pitler et al., 2007, p. 128).

One instructional tool that I feel would be beneficial in my Kindergarten classroom is concept maps. According to Dr. Orey, “concept maps replicate the network of connections that we have in our brain…and helps learners visualize ideas and connections between ideas” (Laureate Education, Inc., 2009). Through concept mapping tools, students can receive a visual representation of the connections made between background knowledge and new information. Since learning requires connections to be made, concept maps and other instructional strategies that support cognitive learning theories must be incorporated in every classroom.

References:
Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories. [Educational video]. Baltimore: Author.

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

The Correlation between Technology and Behaviorism

Aspects of the behaviorist learning theory can be found in every classroom. Students are naturally inclined to exhibit positive behaviors when consistently rewarded with a desired response. According to behaviorists, behaviors can be unlearned and replaced by new behaviors (Orey, 2001). The students in our classroom arrive with various levels of intellect, abilities and experiences; however, the one factor that is within a student’s control and plays a large role in individual success is effort. If teachers can condition students to exhibit greater amounts of effort by demonstrating how effort correlates with achievement, undesirable behaviors will change and learning will increase.

In Using Technology with Classroom Instruction that Works, the authors provide instructional strategies that utilize technology to teach students about the importance of effort. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al., 2007, p. 156). Through the use of an Excel spreadsheet, students can be taught how to rate their level of effort based on a rubric, record their information, and compare their level of effort to their test scores. Viewing several weeks of results helps to give students a clear picture of how their grades can positively and negatively be affected by the level of effort exhibited prior to a test. Such an activity supports the behaviorist learning theory as “[s]tudents need consistent and systematic exposure to teaching strategies like this one in order to really grasp the impact that effort can have on their achievement” (Pitler et al., 2007, p. 159). Behaviors can be changed if teachers can explicitly demonstrate the implications that behaviors, such as effort, have on one’s level of achievement.

The concept of drill and practice is highly debated in today’s schools. Although all teachers agree that repeated practice is necessary for retention of skills, the argument lies in where such practice should take place and in which form. Advancements in technology and software have given teachers the ability to differentiate practice by allowing students to practice skills through various forms of multimedia. “Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery” (Pitler et al., 2007, p. 192). No longer are the days of boring repetitive practice. Today, students can practice and refine skills in a manner that is appealing, individualized and provides immediate feedback.

According to Dr. Orey, “Behaviorism is used everyday throughout everything we do” (Laureate Education, Inc., 2009). Teachers should employ technology as a stimulus to increase the likelihood of positive behaviors and student success in the classroom.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 4. Behaviorist Learning Theory. [Educational video]. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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