Here is another update on what we are learning in the graduate
course I am taking at Walden University.
This week we revisited the old instructional strategy cooperative
learning and learned new technologies to embed into this strategy. Cooperative learning is defined “as working
together to attain group goals that cannot be obtained by working alone or
competitively” (Orey, 2001). Some of the
things that are needed for consideration when forming groups for cooperative
learning are number of people in each group, the ability of the students in
each group, the arrangement of the working space, the materials to be used,
group roles and tasks, and rubrics for evaluation. Cooperative learning relates to social
learning theories because students are able to observe and be models for other
students. They learn from each
other. Cooperative learning promotes
students being motivated and engaged in their learning. One of the newest of the technologies used
for cooperative learning that I learned about is called Keypals. This technology allows students to communicate
with other students in other cities, states, and countries ((Pitler et al.,
2007, p145). I have never experienced
this but it would be an excellent way to get students to learn about other
cultures, languages and issues. Many
students have never left the city that they live in and this would be a great
way for them to “travel” and have new experiences. Other technologies that can be used are
webquests, web site creation, collaborative organizing of documents, shared
bookmarking, class management sites, and multiplayer games (Pitler et al.,
2007). All of these technologies
correlate with social learning theories because each student is working in a
group with a specific job and they are giving help and receiving help from
their fellow students. They in a way
become a “teacher.”
I have never used multiplayer games. Has anyone else used these? If you have, how have they worked out?
Orey, M. (Ed.). (2001). Emerging perspectives on learning,
teaching, and technology.
Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H.,
Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology
with
classroom instruction that works. Alexandria, VA: ASCD.
Shelby,
ReplyDeleteOur math curriculum is Everyday Math, which has some fun math games that students love to play on our classroom iPads. These games are multiplayer games. I have found great success with these, many of the students will help teach their classmates how to find the answer if they do not know how. At the very least they will observe their classmate solving the problem. This does sometimes take some explicit teaching though, since sometimes students will simply answer for their partner instead of becoming a teacher.
Shelby,
ReplyDeleteFirst and foremost, I love images that can capture the idea of teamwork! Thanks for posting that SUCCESS picture! I'm going to have to use it, if it's okay!
I also found Keypals to be pretty interesting! Many of the students in my classroom have barely left the city, let alone left the state to travel! Definitely a great experience to pair up with another class (or with other students) elsewhere in the world and interact!
A question I always like to ask with cooperative groups. How do you normally group them? Do you try different strategies? For some of my classes, if I keep the groups the same for an extended amount of time, some get burnt out on working with those group members. I like the idea of keeping them the same because they can get comfortable with each other and might catch on to the strengths and weaknesses of the other group members. I'm just curious how others think about their groupings. With my middle school students too, it's like one day they like each other, and then another day they aren't speaking! Being flexible is definitely a must in my classroom and with my students! :)
Emily
Emily, I have two co-taught classes this semester so I have had to be careful when putting them into groups. I usually group these two classes on there strengths. On smaller projects I have let them chose their own groups.
ReplyDeleteShelby,
ReplyDeleteI've also found group composition to be tricky. One strategy that has worked well in the past is that I've had the students choose a partner to work with the next day and indicate their partner choices on an exit slip. The next day, I've put the partners into groups of four. This way, the students have at least one easy ally in the group. Most of the time this has worked nicely, but I have to admit that it has occasionally turned into two pairs working at the same table.
Another strategy I"ve used with some success with collaborative groups is the concept of roles. This is used a lot with literature circles to discuss books in Language Arts classrooms. Basically, each student gets credit for completing their role and the group gets credit for completing the group task. This supports the concept of the students getting both individual and group credit for the assignment.
I'm curious about other people's opinions on heterogeneous vs. homogeneous groupings. Sometimes it works nicely to have mixed abilities and levels in one group. However, I have also had some interesting results with putting students into groups with other students of the same learning styles/abilities/levels. It is interesting which kids step up and really shine when the "usual" group leaders are all in one group and therefore not available to lead the way in the other groups. I have had some new leaders step up...and have had instances of kids sitting in a circle and staring at each other. What kinds of groupings have worked well for you?
Carrie