Social Theory and Cooperative Learning

In our resources this week, we focused on the Social Learning Theory and how the strategy of Cooperative Learning correlates with that theory.  Dr. Michael Orey explains the Social Learning Theory very simply as “students actively engaged in constructing artifacts and conversing with others” (Laureate, 2011).  In our South Carolina Physical Education Curriculum Standards, we have two standards that address the social aspect of learning.  Standard Five states, “The student will exhibit responsible personal and social behavior that respects self and others in physical-activity settings. The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction.”  Standard Six states, “The student will demonstrate awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression, and social interaction. One of the indicators for these standards is that the students will be able to “work independently and with others on physical-activity tasks”(ed.sc.gov, 2008).  The way that these standards correlate with the Social Learning Theory and Cooperative Learning strategy is that they do not just address the social interaction, but also the cooperation, teamwork, group successes, working with others on tasks.  In most Physical Education classes, students have an opportunity to work independently, with a partner, and within a group.  This learning environment ties into the cooperative strategy as it increases “motivation for learning by establishing a strong kinship and sense of obligation to one another among students, which can lead to greater buy-in and increased achievement.  In well-designed cooperative learning activities, participants develop a sense of positive interdependence-a “sink or swim together” attitude where success on the part of one promotes success among the others”(Pitler, Hubbell, Kuhn, 2012, pp 73). 

 

This idea is evident in most of our daily activities, but one of my favorite units that incorporate cooperative learning is our gymnastics unit.  The students have to work with a peer group to achieve a certain outcome.  They have individual requirements as well as group requirements within the final routine.  During this unit, I have seen students succeed and make accomplishments in areas where they needed improvement.  I have also seen students make strides in achieving a goal working with peers that they would not have chosen to work with.  Another area of focus for us is Fitness Testing where the students score individually and set individual goals for future assessments.  Once this is established, we have them collaborate and work cooperatively with a group to devise a plan to improve their fitness.  Some groups have developed with fitness stations to be used for the entire class and some have researched and found individual activities to help make improvements for specific fitness assessments. At our school, we use Edmodo as a communication tool.  It provides a safe and easy way for students and teachers to connect, collaborate, share content and access assignments. The classroom teachers use it for assignments and communication with parents.  It has been neat to for us as far as PE goes to be able to use it as a reminder for specific units or events.  Some of our students have had conversations about their favorite PE activity. 

Here is a link to my first VoiceThread which briefly explains to the students the components of fitness testing and questions to consider when setting goals for improvement.

 http://voicethread.com/share/5614814/
 

 

 

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

Pitler, H.  Hubbell, E.  & Kuhn, M.  (2012).  Using Technology with Classroom Instruction that Works.  Alexandria, VA: ASCD

 South Carolina Department of Education (2008).  South Carolina Academic

          Standards for Physical Education.  Retrieved from http://ed.sc.gov.