“Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior” (Learning Theories Knowledgebase, 2009). Pitler, Hubbell, Kuhn, & Malenoski (2007) recommend the use of informal, formal, and base groups. They recommend also to keep the groups to manageable size and to combine cooperative learning with other classroom structures (p. 139-140).
Cooperative multimedia project is a very effective tool to engage students in cooperative learning and cooperative teaching as well. Creating a video about the lives of famous mathematicians is a creative idea. As a math teacher, sometimes I ask my students to research and write reports about mathematicians. They might have attached photos or charts to their reports, but creating a video is more interesting and gives a great opportunity to the students to learn from each other and to think widely, not only to find the information needed for their project, but also to process the information in a collaborative environment.
In my opinion, the most important stage in this kind of projects is distributing the roles and dividing the responsibilities. If the students understood that each one of them is responsible for the task associated with his/her role, they will consider other’s ideas and listen to them with respect in order to complete their product. These thought, I believe, are applicable to any group project, however, it is essential that a rubric is provided to students so they would be aware of the grading system. The group roles chart is another great idea which may minimize any conflict and give the students a starting point.
References:
Learning Theories Knowledgebase (2009, June). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved June 4th, 2009 from http://www.learning-theories.com/vygotskys-social-learning-theory.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Joseph, I also agree that delegating roles or responsibilities when students are participating in group projects is essential. In my experience, there are always the same leaders, the same followers, and the same indolent students in every group assignment. I usually try to interchange the roles as much as possible. I also attempt to organize groups with varied ability levels. Working with students with behavior and emotional disabilities, I also have to be conscience of the personalities. Some of my students do not work so well with particular classmates. Grouping can be a challenge.
ReplyDeleteKristin
Joe,
ReplyDeleteI too am fascinated with the prospects of having my students create voice threads and other technological media. I think that as an language arts teacher the essay is such a linear assignment. The voice thread or other ways of outputting ones work is so much more dynamic than the the old-fashioned essay.
Nice work here, well said.
I think rubrics are the greatest resources any teacher can use. In addition to giving students the information they need to earn their grades it is also the best way to make sure we are covered as teachers. I have had parents call because they are unhappy with how their child performed on certain assignments. It is so easy to show these parents the rubric of what it was expected of the student. Usually it is obvious to the parents at that point that their child did not do a satisfactory job on the project. I have found rubrics very helpful in keeping parents happy with me.
ReplyDeleteStephanie
Hi Joe,
ReplyDeleteI always have my students work in teams as part of a project that they have to do every grading period. I have struggled at times with what you mention about delegating responsibilities. Often times you will see a team where there's only one person who's doing the work and the others are just riding the wave, or then again, teams where nobody seems to want to work, etc. I try to find a balance and assign teams myself according to what I know about these students. When I do that I'll get moans and groans because understandably students want to work with their friends, but I think this can be dangerous and can lead to other types of problems. I also agree that rubrics are vital and students should be aware from the getgo what they will be graded on and what this will mean for their final grades.
Great job.
Cesar
Kristin & Cesar,
ReplyDeleteWith regard to grouping the students to participate in a cooperative learning experience. Personally, I let my students to choose their partners or group members in September, but I tell them that this is temporary until I see how they are going to work together. Then later on, after seeing how they work in their groups, I start to make the necessary changes smoothly to avoid any anger. It happens some times when I get moans or groans, but we may get them any way for any other reason. Keep smiling!
Stephanie,
Being covered is another big benefit from having a rubric, I like that. On the other hand, I wish I have this type of parents who are engaged or at least care about their kids’ progress or grades. Unfortunately, most if not all of the students in my district have no one to ask them how they are doing in school or what grades they got. For instance, you would be lucky if you have seen five parents out of the sixty students you have in the back to school night.
Thanks all for your comments,
Joe
Joe,
ReplyDeleteI actually have badges with the "role assignment" right on it for repetitive group activities. ("Timekeeper," "Calculator Technician," "Spokesperson," etc.) The kids love wearing them and they take their "job" VERY seriously when they have them on! Of course, for more in-depth group projects, this wouldn't be very practical, as you'd need too many and that can get expensive, but for activities where the roles are obvious and "the same as last time" it's a great "hook" for the kids. (Well, it is for middle-schoolers!) :)
Deana