I think the instructional strategies described this week are great for the Social Constructionism Learning Theory. First of all, you can’t get any more social than the Cooperative Learning strategy! Students here are actively engaged in creating or problem solving together while they have conversations together. They are constantly interacting and bouncing ideas off of one another, getting validation for their thoughts, and gaining confidence in their learning and practice (Laureate Education, Inc., 2011). This type of learning together in cooperative groups really gets students to participate in a real world learning scenario. More often than not, students will find themselves in college and in their careers working with others. Two thoughts are more powerful than one and sometimes students bring different background knowledge and experiences to the conversation which can help others think at different levels in different ways.
Another instructional strategy described this week was the Jigsaw activity (Laureate Education, Inc., 2011). I have actually used this strategy many times throughout my teaching career. The students always enjoy learning this way because it is something different and the results are always extremely effective. My students love being considered an “expert” regardless of what the topic might be. This jigsaw activity allows students to come together to research, “build something” in the form of an instructional tool like a PowerPoint, and then teach the material to others. Not only are they socially constructing something, but the teaching component is a huge learning bonus. As a teacher I can relate because I know so much more about the Revolutionary War than I ever did due to the fact that I have to teach it! Dr. Michael Orey in his video on Social Learning Theories even said, “One of the best ways to learn content is to teach it” (Laureate Education, Inc., 2011).
Resources:
Laureate Education, Inc. (Producer). (2011). 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
I also think jigsaws are a very effective way for students to learn a topic. By having the students teach the rest of the class they become more knowledgeable about the topic, because as teachers we all know the best way to learn something is to teach it. Do you use any other strategies similar to jigsaws that you have found effective?
ReplyDeleteI use a cooperative strategy that I really like called "give 1 2 get 1". I make a list of content vocab (hopefully "big idea terms") and hand them out. The students write the definition (or an example or whatever fits) for the term for ONE of their items. Then they have to find someone that needs that definition, and they swap it for a different definition. They may only get one definition from each person they trade with. I think it is a great review activity because it is social, they get to move around, and most importantly they are not only writing definitions but restating them to others. Rachel Billmeyer does a workshop and has a website http://rachelbillmeyer.com/ that has tons of cool activities like this - I did a course a few years ago of hers and it was great.
ReplyDeleteLisa
I love the idea of allowing students to experiment with something new and different. I recently incorporated the concept map with my after school class and the results were awesome. It even went so well that they asked for the exercise during the class period the next day because they thought it would carry well with the whole class. Off the suggestion of the instructor, the next exercise will be to have the students delete minor thoughts and connect the mapping to an objective. The jigsaw puzzle will be the next concept to experiment with the after school students.
ReplyDeleteRichard - I do an activity called a "carousel" that is similar to jigsaw in that students work together and they move around. Basically I place a vocabulary word on each grouping of desks I have and students rotate to the groups and write down words, phrases, or draw pictures that they think relate to that word. It's a good intro activity and it's very effective for activating prior knowledge and making connections.
ReplyDeleteLisa - Thank you for the suggestion! I love that idea! I am definitely going to check out that website.
Collis - That's really cool you were able to incorporate concept maps into your teaching. Hopefully it went well. I've been using concept maps now more frequently and the students are really enjoying it.