Instructional Strategy of Cooperative Learning and the Social Learning Theory

I think back to just fifteen years ago when I was in high school.  My teachers taught using an overhead projector, white board and in some cases a chalkboard.  My friends and I communicated via hand written notes, phone calls and stopping by each other’s houses.  Fast forward to present time.  Now we teach using a document camera, projector, SmartBoard, and the Internet.  Friends communicate with each other via text messaging, Facebook, Skype and cell phones.  Because of the rapid change in technology, people are able to interact with each other in ways that only a few years ago weren’t even possible. As teachers it is our job to incorporate the technology into our class to allow “students to interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). 

I believe that social learning is the foundation of a lesson that uses cooperative learning groups.  Cooperative learning activities require students to use their communication skills to explain their thinking.  They must also be active listeners—truly understanding what the other members of his/her group are communicating.  In addition, integrating technology into cooperative learning can provide students with opportunities to interact with people outside of their school community. 

In “Using Technology with Classroom Instruction that Works” the idea of keypals is shared.  Keypals are the modern version of penpals.  A couple of times a month I receive a letter in my school mailbox from a student who is part of the “Great Mail Race”. The letter is often a form letter and all my students would do is fill in a fill in the blank survey.  I will admit that I almost always toss these letters in recycling because I see little educational value to my students. Using keypals modernizes this idea and allows students to collaborate with students across the United States and the world.  This type of social communication would provide students with an opportunity to work on their writing skills while also teaching them about the lives of other students and cultures (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I am thinking next year I might use http://www.epals.com/ to have my students connect with someone from each of the 50 states. 

In addition to the use of keypals students can collaborate with one another through the use of WebQuests, websites and online simulations (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  All of these resources allow student communication, collaboration and promote critical thinking.  As teachers we must begin to change the way we teach by incorporating technology into our social learning activities.  A simple web search of “elementary webquests” or “online simulations” and you’ll find a tool you can use in your classroom.  Check out one site I found when I Googled “elementary webquests” to help get you started http://www.owen.k12.ky.us/trt/elementarywebquests.htm  

References:

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