The constructivist learning theory, supported by the work of Piaget and Vygotsky, is based on the idea that "learners must individually discover and transform complex information if they are to make it their own" (Slavin, 2015, p.190). The theory places the student in the center of learning. Vygotsky's work plays a crucial role in the constructivist views; four of his ideas specifically influence the theory. Vygotsky believes children learn a great deal from each other, supporting the idea of social learning (Slavin, 2015, p.190). Vygotsky also believes students have a range of skills (zone of proximal development) and that there is a "process by which a learner gradually acquires expertise through interaction with an expert" (cognitive apprenticeship) (Slavin, 2015, 190-191). Lastly, Vygotsky's work emphasizes the use of scaffolding in the learning process (mediated learning) (Slavin, 2015, p.191).
The constructivist theory believes in a top-down approach for classroom instruction; top-down instruction "means that students begin with complex problems to solve and then work out or discover (with [teacher] guidance) the basic skills required" (Slavin, 2015, p.191). Implementing top-down instruction is best supported by discovery learning with peer interaction. Through this method, the student is an active participant in the learning process, and a desired outcome is to produce self-regulated learners (Slavin, 2015, p.193).
Cooperative learning is more than students working together in groups. Cooperative learning provides an avenue for students to collaborate in small groups "to help each other learn" (Slavin, 2015, p.199). Formal examples of cooperative learning methods include Jigsaw, Peer-Assisted Learning Strategies, and Student Teams-Achievement Divisions (Slavin, 2015, p.200-203). Informal examples include think-pair-share and numbered heads (Slavin, 2015, p.203). Regardless of the method, teachers must incorporate group incentives and individual accountability (Slavin, 2015, p.204). In addition, students are more successful when they are taught "communication and helping skills" and "metacognitive learning strategies" (Slavin, 2015, p.204). Students must be equipped for success before being placed in a cooperative environment.
In combination with using cooperative learning in the classroom, intentional teachers teach and model problem solving and critical thinking strategies; they create a
"culture of thinking" (Slavin, 2015, p.206-210).
Reflection
I support the work of constructivist theorists like Vygotsky and implement a great deal of cooperative learning in my classroom. I believe in children learning through conversation. Reading the text opened my eyes to so many strategies; I am definitely not as proficient as I thought.
As a fifth grade math teacher, I feel that guided discovery learning is best for my elementary students; I serve as a facilitator and guide for learning. I also use scaffolding on a regular basis; I extend a lot of structure at the beginning of a unit, gradually releasing students as they are ready for more independence.
The most intriguing cooperative learning method in the text was the Jigsaw approach. I love the idea of students have a responsibility and forming expert groups. The format of this method provides support and accountability for students, and the structure gives students the opportunity to work with many different peers. I look forward to using this strategy in my classroom.
As a student, I was always the kid who did all the work in a group project; the lack of initiative from some teammates frustrated me, but the desire for a good grade motivated me. I appreciate the research that suggests teachers provide group incentives and individual accountability measures. Knowing that all members have a vital role promotes a true collaborative environment.
Lastly, I have been in numerous conversations with colleagues regarding the need for students to develop problem-solving skills. When I read about Bransford and Stein's IDEAL strategy, I was excited about the simplicity of the method (Slavin, 2015, p.206). Giving students five simple steps can take them through the process of problem to solution. I hope to incorporate IDEAL in my classroom.
References
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