Social learning theories link with the instructional strategies such as cooperative learning and problem-based learning through the key elements of actively engaging the learner and creating experiences for the learner. As I taught this week, Dr. Michael Orey’s comments on social constructivism stuck with me. He reminded us in the “Social Learning Theories” video that ours students learn through conversations and being actively engaged in constructing artifacts (Laureate, Inc., 2011).
I had to spend valuable class time this week reviewing benchmark questions with my students. As soon as I had out the tests, groans emit from across the room. I completely understand. Dr. Orey’s words were echoing in my head. I had to figure out a way to make this boring activity an experience. Number one, my principal is breathing down my neck begging us to review the questions and number two; I want my students to understand how to use a direct quote. I could have, very mundanely, read through the question, explain why B, C, and D were incorrect and why students should have chosen A. But I thought; make an experience to get this information into their long term memory. I handed out index cards, gave the students five minutes to work together to find the correct answer and be ready to explain why they choose that answer. Next, I had them move to four corners of the room labeled A, B, C, and D. I joked with them and said I’d start with the corner with the most kids. As each group told us why they choose the answer, we talked about the problems with their answer. If students thought another corner had the right answer, they could change corners. It was fun as we discussed each groups reasons and students moved from corner to corner, arguing over who was right and wrong. The class ended up with all the kids in corner A and everyone could explain why this answer was correct. I had them sit down; happy with myself for making an “experience” to help them remember, but what was great is that they asked to do another question! Another question from the boring test? Of course I teased them and said only two a week! We laughed about it today but they remembered how to use the type of direct quote we practiced.
George Siemens explained connectivism to combine socialization, technology, and information (Laureate, Inc., 2011). Students learn through conversation. Technology helps them to find information, connect to information in broad way, and to learn through constructing an artifact. Connectivism brings it all together.
References
Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Shelley,
ReplyDeleteI love your idea of the four corners. We do something similar to this in order to create movement in the classroom. I'll give students options and they move the corner that they feel is their answer. After asking a few questions, students are then grouped based on their corners to solve a problem regarding one of the questions. Depending on the numbers in each corner, they can be sub-grouped as well. Your idea is very innovative to get students thinking on their own but learning from listening to others' thought processes.
One of the first things triggered in my mind when we discussed social learning theories was our "math talk". Students are given problems in math to solve and we often use "clock partners" or other ways of pairing students up to discuss how they solve the problem and why. Afterward, student 1 is required to tell the class what student 2 said and vice versa. This not only allows students to discuss their thought process but it requires others to be active listeners and engage in conversation that will expand their own knowledge.
Another strategy I love to use, in Social Studies particularly, is the jigsaw method. I often will give students a topic or passage of text where they will become the expert group.Then students will meet in their home groups to teach others the information. This saves a lot of "lecture" an reading aloud. Students are charged with a way to reproduce the most important aspects of the information that engages their classmates (i.e. creating Power point, interactive quiz, game, etc.).
Great Thoughts!
Jenn,
ReplyDeleteI like the jigsaw strategy, too! Last year I had a pretty tough crowd and any group work turned into a mess, but this year I am loving trying out all the new technologies we are learning to use in this class. My kids think I have gone tech crazy. I have enjoyed using the social theories again! I use a lot of pair-share with my classes or small group work. I am glad to be reminded that when the kids talk about the work and work together, we are creating that "experience" for them and hopefully that learning is making it to their long-term memory!
Thanks for your examples! I love to hear what others are doing...I get my best ideas from you all!
Shelley
WOW, what a great idea, having the kids get up to the four corners of the room and moving as they were convinced of the right answer. This activity will stick a lot longer then just telling them pick c because the other answers do not make sense. I have 30 to 40 students and this may not work, but I am going to move and stack desks next week and try this. It should be fun. (a logistic problem - but worth the try).
ReplyDeletethank you for the great idea
Scott
Scott,
ReplyDeleteI've been trying to think of a way you could make something like this work with such large classes and I have an idea. Maybe you could mix it up. On one problem, have the boys do the activity with the girls knowing the answer and being the "expert." Then have them switch. Or maybe give them 5 answer choices so that they would be spread out more. Or what the heck, just let them all go! Then divide them into smaller groups at each letter to explain why they chose that answer. The students love to get out of the chairs and move around. Sitting all day day is boring.
I do a little thing I learned from another teacher to teach the kids that "a lot" is two words. No matter where we are or what we are doing, if I'm grading papers and see that a student wrote "alot" as one word, I just stop what we're doing, have them all get up and move to one side of the room, then have them repeat after me, "A." Then I tell them to move to the other side of the room and repeat after me saying, "Lot." We do this a few times until I think they get my point. I ask them what is in between the two words and wait for someone to say, "Space!" Finally, I have one of the students write a on side of the board and lot on the other end of the board. When I first do this, they laugh and think it's fun, but after the third time they start asking who dd it and moan. I love it because they never forget. I had a student send me note after she got to college to tell me she always thinks of that and will never forget it.
Some of my best stuff I've stolen from other teachers!Good luck!
Shelley
Shelley,
ReplyDeleteI love that you tried to make it fun. In my experience, students have more fun when they get to move around. Then when you add in the fact that they need to argue and explain their answer, it adds a challenge. I love your idea and so glad that your students enjoyed it. I bet this "experience" that you came up with was just as fun for you as it was for them. My students love it when I have fun because then they get to also. I tell them there are always boring things that we have to learn, but they do not have to be boring as we learn them. My students love when they get to laugh and relax some in the classroom. It is this kind of environment, in my opinion, that students learn best anyway. Excellent activity and I am glad that you were able to make benchmarks fun for middle school students. That is impressive!
Melissa
Melissa,
DeleteThank you. Benchmarks are pretty boring for the kids so I try different things to make it more bearable. Why would we want to teach if couldn't enjoy the interaction with our students, right? Learning can be fun. It is up to us to make that happen.
Thanks!
Shelley