Social Learning Theories

     Social learning theories are those which base much of learning on collaboration and interaction between students.  Social constructionism as described by Dr. Orey can be simply put as active engagement with conversation.  In other words, students are actively constructing something and at the same time collaborating with group members.  While this is not the only social learning theory, social constructionism is one of the most powerful.

     Cooperative learning, or group learning, is a rather broad concept and can be done in a variety of ways.  One of the methods mentioned by Dr. Orey in this week's webcast was the jigsaw method.  In this method you are essentially in two groups.  In one group you are with several partners trying to learn about a general topic.  You then combine with one person from each of the groups to research and develop information to report back to your initial group.  Having used this method, I find it can be very effective if monitored correctly.  One issue always becomes the fact that each group member must be involved enough to report back with good information.  I find it to be effective because students become responsible for teaching their group members, and this responsibility often convinces them to make sure they have a grasp on the information.  It is often the case that learning the information well enough to teach it ensures a higher level of understanding.

     A webquest is another method of social learning, if done in groups.  In this method students are researching sites, often provided, and organizing information in order to complete a given task.  A webquest may ask for a timeline, a summary or any other type of finished project.  Students are responsible for sifting through information in order to complete the final project.  In the social studies classroom this can be very effective.  Since much of history is learned through the evaluation of multiple sources, the webquest offers an excellent way to do this.  technology is a must as often the information in coming from several websites.  Another facet that could be added to the webquest at the high school level is to evaluate the bias and validity of multiple sources on the same topic.  Not only is this a great historical skill, but it also plays a big part in the Advanced Placement criteria.  The webquest and the needed technology are a great way for social studies students to get information and sort through it for what they need.

     Social learning theories offer students a great way to learn through the help of their peers.  Many activities and variations of social learning theories exist.  Every subject could benefit from these concepts, though likely in different ways.  Any time students are working collaboratively with technology their will be a level of motivation in the assignment.  If students are excited about thier learning they will be more likely to store the information in their long-term memory.

Voicethread:  http://voicethread.com/share/2509216/
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and constructivist learning theories.

Constructionism in the Classroom

    Constructionism is the idea that students will construct or "build" something in order to gain a better understanding of the subject.  In history courses this is done by constructing a meaning based on primary and secondary sources.  Students are engaged in the construction of a conclusion based on the use of several different sources.

       The idea behind constructionism is that students are building something in order to learn more about it.  However, it is important to note that unlike in the science classrooms, the thing being built is not always an actual solid artifact.  In history you are "building" a conclusion from various information you search for.  Students often have certain ideas about why or how certain things occurred in history.  So, in the Social Studies classroom we take those ideas and search for sources to prove or disprove these ideas.  What we are "building" is an actual historically supported theory.  What we begin with is a hypothesis on the topic based on a small amount of information.  Then, using primary and secondary sources we "build" a conclusion based on as much first and second hand information as we can gather.  So while the "building" is different, we are still taking a hypothesis and using information or data collected to test it.  While it is not through experimentation in the scientific sense, it is still a process of looking at observations through first and second hand accounts and trying to build a reasonably well supported conclusion.  Through this process students become very engaged in the initial question, allowing them to learn the information and store it in their long-term memory.

     As is the case with many or most learning theories, it seems the more involved the student is the better chance that understanding is going to be achieved.  Constructionism is one example of students being fully engaged in the learning process.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and constructivist learning theories.

Cognitive Learning Theory and Related Strategies

Cognitive Learning Theory is based on the idea of getting information into long term memory.  Their are many theories and strategies that have been used to demonstrate ways to ensure this happens.  Some of the methods fit well into the use of technology in teaching.  Most learning theories involve making some sort of connection so the memory can draw on that connection.  Dual coding, or the use of two types of information, make a stronger connection for the brain.  Elaboration, or making as many connections as possible to a piece of information, is another theory on how the brain can learn information and store it in long term memory.  Visual images and creating networks are among the other techniques and ideas thought to help one store information in their long term memory.  Many of the ideas could be enhanced through the use of technology.

Summarizing and note taking is one strategy that can be used to help one remember information.  Summarizing and note taking are really one action for the purpose of this discussion.  The process of taking large amounts of information and breaking it down into smaller sections and only writing those sections.  While the "note taking" is the actual process here, it is getting the information ready for note taking that actually falls into the cognitive learning theory.  Cognitive learning theory looks to make connections to information that the brain will later be able to draw on.  If one looks at information on a large scale and breaks it down they will be using some sort on analyzing information while choosing what is important.  If a student then depicts this information in an organized fashion they are then making a connection that the brain can remember.  Information can be organized using technology in ways such as spreadsheets, concept maps, or other graphically organized methods.  These methods allow the brain to make connections among the different sections of important information.  It also puts the information in a way that is much for visual, which is a concept often seen in cognitive learning theory.

Advanced organizers can be another way of storing information in to long term memory.  Advanced organizers allow a learner to take unorganized information and put it into a much more organized format.  Not only is the information organized but it is also put into a visually pleasing form.  As mentioned earlier, visual organization is a part of the cognitive learning theory.  Advanced organizers also encourage students to make the network of connections that are a part of cognitive learning theory.

Both of the above mentioned strategies allow students to put information into a place where it can be stored for the long term memory.  Technology can enhance these strategies by making the organization easier.  Many places offer organizers for information that can be collected electronically.  In this way, technology can be a crucial tool in the cognitive learning theory.

Behaviorism

In looking at behaviorism and the ideas of reinforcing effort and homework and practice it is obvious these techniques can be frequently seen in classroom instruction.  Behaviorism is based upon the principles of reinforcement and punishment dependent upon behaviors exhibited.  Both reinforcing effort and homework and practice can be used to demonstrate behaviorism.

In looking at homework and practice it is clear homework can be a very useful tool in adding to classroom learning.  It is used to different degrees at different levels and classes.  To me homework's role in education to is reinforce what has been learned in class.  I am careful to not make homework an overwhelming part of their school experience as then the homework itself becomes a punishment.  I believe if you allow homework to become a punishment, it will then not accomplish the goal for which it is intended.  So, in that perspective I aim to not allow homework to become a form of negative reinforcement in itself.

Within the realm of behaviorism, I believe reinforcing effort is as important as any part of behaviorism.  While their is not the concrete right and wrong of evaluating answers, evaluating effort allows all students to find success by working hard.  By rewarding effort, I believe the other positives we seek will follow closely behind.  I reward effort in the high school classroom by having credit/no credit grades on some assignments so that students who make an honest effort are rewarded one way of another.  We then go over the correct answers so all can have them.  However, the reinforcement of their effort makes students more willing to try on future assignments.  I believe if you can have students (especially in high school) buy into the effort portion of education you have taken a huge step toward showing them how to be successful.