7 May 2014
The article below from SmartBlogs caught my attention, in drawing out some interesting comments on creating social learning environments. Encouraging students to collaborate on a task is great, but teaching them to recognise and apply their own criteria – to help their peers create better quality output is where we should be focusing.
“We learn through observation, modeling and making decisions about quality, not solely through reinforcements, such as grades.”
Some interesting food for thought – and we’d love to hear of any examples or tasks you’ve set in the classroom that follow this social learning path.
Here’s an excerpt from the article, and you can continue reading below:
We all agree that creating social learning environments where students learn from one another is beneficial. Creative teachers plan for this, advocates of problem-based Learning — PBL — take advantage of this and new models in games-based learning — GBL — are building this into the learning process. And, we can all agree that technology can help facilitate these environments — students will peer edit each others’ literary analysis so that they can learn from observing the changes suggested as they compare solutions. With or without technology, these environments stretch the learning relationships from “one-to-one” (teacher-to-student) to “one-to-many.” By expanding the number of potential “teachers” in the learning process, these environments strengthen the main component of social learning — that we learn through observation, modeling and making decisions about quality, not solely through reinforcements, such as grades.
Full article here – Who do our students consider the audience? SmartBlogs.