Social Learning Theories and an Analysis of Instructional Strategies in the Language Arts Classroom

According to social learning theory, people construct meaning primarily through their interactions with others and with the environment. In reference to education, Dr. Orey adds that students are actively engaged in constructing artifacts and conversing with others (Laureate Education, Inc., 2011). Therefore, a significant aspect of social learning theory is cooperative learning. In cooperative learning, students work together to "attain group goals that cannot be obtained by working alone or competitively" (as cited in Palmer, Peters, & Streetman, 2003). There is no doubt that incorporating plenty of cooperative learning in the classroom is a valuable practice. Through this instructional strategy, students are given the opportunity to practice and develop essential 21st-century skills that will benefit them in the workplace one day. When given the chance to collaborate, students can improve skills such as “leadership, decision-making, trust building, communication and conflict-management” (Palmer, et al., 2003). In order to take advantage of the benefits offered by cooperative learning, teachers must create meaningful, challenging activities that require students to collaborate positively and share their strengths in their attainment of a common goal.

One cooperative learning activity that places responsibility for learning on the shoulders of students involves the students becoming teachers of each other. Dr. Orey discusses this possibility when he states that teaching others helps the learner gain a deeper understanding of the content (Laureate Education, Inc., 2011). In a previous discussion, I described a project I assigned my students that required them to work in groups in order to teach a world myth to the rest of the class. I found that my students became experts in their own myths; researching their stories and developing a lesson plan for their teaching period truly did help them to gain excellent understandings of the myths. Dr. Orey also suggests using a Jigsaw strategy. Another activity that I often use is a Socratic Seminar. In this type of class discussion, the teacher does not participate at all. Students are responsible for generating the text-related topics for discussion and must maintain a balanced, respectful conversation for the duration of the class period. When utilized correctly, I find that Socratic Seminars can really augment student comprehension of the novels we study together.

Furthermore, there are numerous technology tools that support social learning theory and cooperative learning strategies. In Chapter 7 of Using Technology with Classroom Instruction that Works, the authors explore a few different options for cooperative learning techniques, including student-created multimedia; web resources, such as “Keypals,” WebQuests, web site creation, collaborative organizing, and web-enabled multiplayer simulation games; and communication software. One particular possibility, giving students the opportunity to become keypals with students from distant locations, is an interesting idea that could result in memorable learning experiences. According to the authors, “Communication with students in other cities, states, and countries broadens the perspective of students and challenges them to learn about other cultures, languages, and issues throughout the world” (Pitler, Hubbell, Kuhn, & Maleoski, 2007, p. 145). I could definitely imagine using this idea in my language arts classroom. For example, while learning about the consequences of drunk driving and the effects of alternative and creative sentencing as opposed to traditional jail sentencing during our reading of Whirligig by Paul Fleischman, students could email their keypals in other states or countries to inquire about their government’s laws concerning this topic. Another activity, web site creation, “can be a very enriching collaborative experience for students” (Pitler et al., 2007, p. 147). Building a web site not only promotes teamwork, but it enables students to share their work with the outside world because the web site can be accessible to the public. This is very similar to the use of blogs, such as through Blogger or Edublogs. While I have used blogs for the purpose of peer to peer commentary, I have yet to use them in a way that would allow students to connect with a broader audience.

In addition, other examples of social learning-based technology include social networking sites, such as Facebook or MySpace; Second Life, a multi-user virtual environment, and Google Docs, an online collaboration tool. I would use a site such as Facebook in my curriculum because I could assign students a project that involves creating a fake profile for a character from a book we are reading. I would also use Google Docs for many different reasons. One idea that comes to mind is a proofreading activity that would allow students to proofread each other’s work and make suggestions for revision.

In conclusion, I believe that social learning theory plays a pivotal role in education today because students can learn an abundance of information from each other and from their environments. Teachers can enhance cooperative learning opportunities by incorporating technology-based activities and projects that demonstrate 21st-century skills.

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved  2/5/13, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., Kuhn, M., & Maleoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: Association for Supervision and Curriculum

Development.



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