1. What are key similarities or striking differences between the theories/models in a given unit? Do the theories/models in a unit share any common foundations or principles?
This unit’s readings focused on the push toward student based learning through cooperative learning. Each article emphasized the importance of cooperative learning groups opposed to individual group work. Haller, Gallagher, Weldon, and Felder state “cooperative learning improves students’ understanding of course material as well as their communication and teamwork skills” (2000). A striking difference came as I read the “Enhancing learning-and more-through cooperative learning” article. While the emphasis remained on cooperative learning, this article discussed the role scaffolding plays in creating a cooperative learning environment. In this particular article I gained a greater understanding of the techniques that help to incorporate this style of learning in the classroom. As the readings progressed through, it was evident that the most challenging of the cooperative learning techniques were saved for last. While reading about problem based learning, I was making connections to the Odyssey of the Mind program many of my students are involved with at school. Through this program, students work in teams to solve a problem. While they are monitored by an adult, this adult is not able to help the students solve the problem. Through problem based learning, students gain a greater awareness of team work and problem solving. This ultimately was the theme of the combined readings. Throughout all of the articles, there was an overwhelming focus on the historical roots of cooperative based learning. However, there is still a sense of fear that many have in implementing it into the classroom. I find this to be quite surprising. One of the most prominent principals expressed in all of the articles was the importance of human interaction in learning.
2. What are your initial reactions to these learning theories/models? What are barriers to their use? What benefits might be expected for those who overcome the barriers?
As I was reading these articles, I was surprised to discover the rich history and research rooted in cooperative learning. Being a teacher, I constantly learn innovative ways to engage students in the classroom. Most of these strategies are integrated within cooperative learning. Many of the articles suggest the importance of cooperative learning for student understanding and perspective. The most striking component of cooperative learning is this notion that “…learning is produced, not reproduced” (Millis, 2002). Integrating cooperative learning into the classroom can cause many obstacles for students and teachers. To effectively incorporate collaborative learning in the classroom, it requires a great understanding of student understanding. Therefore, fostering relationships between and among students is necessary for effective collaboration to occur. With a fostered relationship a sense of balance between the students roles can occur. Hallar et al note in their example of Maria, Bob and Karen that “had Maria taken the role of the teacher in a higher proportion of teaching sequences, it is less likely the others would have grown impatient…” (2000). Therefore, balance in roles is important among group members. However, to achieve this balance it requires the dedication and time of the teacher.
One of the biggest barriers is the idea of competition. As Americans, there is this strong sense of needing to succeed as an individual. However, it is through group work that the biggest achievements occur (Johnson, Johnson & Smith, 1998). This barrier can be overcome with the work of developing a strong community of learners. Doing this may require the teacher to create team building activities so that the students get to know each other personally. Through this, one begins to develop a foundation of self worth which is ultimately a positive outcome of cooperative learning (Asada & DeShazer, 1995). Another barrier is noted by Collins, Brown, and Newman, as they bring attention to “…the few resources [that] are devoted to higher order problem-solving…” (1989). With this limitation it is often intimidating for teachers to value this style of teaching.
3. Would you attempt to use any of these theories/models with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theories/models be modified so that they would work with your current/future students?
I have always valued cooperation in education. My early memories of education are not great. I can remember few opportunities to work with my peers. I remember feeling a strong competition among my classmates. Unfortunately, I became disinterested in school and fell behind. Using this experience has helped me realize what is important for the students. Prior to becoming a teacher, I knew that what was occurring in the classroom was not fair. Therefore, my goal as a future educator was to make changes to the classroom experience. Little did I know that this was exactly the style of learning that had strong roots in research. Throughout many of the subjects I teach, I include cooperative learning. When students have an opportunity to work together, they tend to be more excited to learn. While incorporating jig saw activities are more conducive to the time constraints, I am not opposed to including problem based learning in my classroom. With problem based learning, I realize that there would need relate to the students’. Planning to use problem based learning would also require that the students understood how to use conflict as a catalyst for discussion. Using the suggested strategies in many of the readings, I would be willing to incorporate problem based learning in many of my social studies units. So many students think of social studies as events to learn about; but neglect in realizing that the choices people make create history. Therefore, using this style of learning, could help my students understand that things could be different if different choices were made. With the opportunity to think about historical events in a different light, students learn to challenge and develop perspective which in turn influences how they learn.
A component of cooperative learning, that I have adopted for my students’ group activities, is a feedback sheet. As I was reading Millis (2002) work, I was interested in the questions that are suggested to use when monitor group behaviors. Immediately, after reading these, I knew that I wanted to make these part of monitoring tools (Feedback, questions on confidence checkers)
4. Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out these learning theories/models online?
Utilizing cooperative based learning on the web would require a variety of communication tools, such as google docs, wiki’s, wallwishers, e-mail, online forums blogs, and Skype Being able to communicate with group members is extremely important in cooperative learning experiences. This would be no different in cooperative based learning online. My group and I are working to create a cooperative learning opportunity for our next module. We have discovered that to be effective participants will need to have the ability to communicate. Therefore, we are using a chartroom known as Today’s meet for all of the groups to discuss what they have learned and to prepare their final project.
As we have been creating this website, we have been reminded how important communication is during online learning. Therefore, integrating real-time communication through Skype could enhance a student’s experience with collaborative learning online. Furthermore, using online blogs can be useful in holding each student accountable for their learning. Often in group projects, some feel they take on more than other group members. Therefore requiring participants to reflect through blogs can be beneficial. However, I can see how developers of cooperative learning environments can provide too many resources trying to make it ‘easier’ for the groups. Therefore, it is important to balance the task requirements with any new technologies a person may encounter. There should not be more time spent learning the tool than learning the material.
