Journal Entry 5

Description:  The focus this week in EDAT 6115 was on student-centered learning and constructivist methods as they apply to learning.  In order for students to learn material and content for the long term, it is important that they are involved in their learning.  Rather than sitting through lectures where teachers basically talk to students, students in student-centered learning environments are involved in and engaged in their learning.  This idea of learning methods come from constructivist theories that draw from the work of Piaget and Vygotsky.

Analysis:  Constructivist methods of teaching places heavy emphasis on student interaction.  The reason behind this lies in the way students learn from one another.  They can talk through concepts and problems in a manner that they understand.  There are several components of the constructivist methods that are used in class rooms for student learning.  Discovery learning involves students learning "through active involvement with concepts and principles [with] teachers [encouraging] students to have experiences and conduct experiments that permit them to discover principles for themselves" (Slavin, 2015).  In order to maximize on task work time, teachers should guide students in this type of learning.  

Cooperative learning involves students working together in small groups to learn concepts and material.  Students are usually instructed on expectations and given skill instruction that will help them work together in a cooperative manner.  There are cooperative learning models that have been developed.

• Student Teams-Achievement Divisions - Students are placed in heterogeneous groups of four.  After observing a lesson by the teacher, the groups work together to master the content.  Students individually take quizzes that are compared to previous scores, and points are awarded based on progress.  Groups with the most points earn rewards.
• Cooperative Integrated Reading and Composition - Students work together in four member groups to master reading and writing skills.  Students read to one another, employ comprehension strategies, practice vocabulary, and engage in writing assignments and skills work.
• Jigsaw - Six member groups work together on a project or research on material.  Each member does a particular section of the task.  When completed, the members of all groups who worked on the same portion get together and reteach the information to the students.
• Learning Together - Groups of four or five students work together to complete one task that they turn in as a group.
• Group Investigation - Students work in groups of two to six members.  The group chooses a topic from their unit of study to report on.  The group then presents their report to the class.
• Peer-Assisted Learning Strategies - Students work in pairs and take turns teaching one another the newly learned material.
• Cooperative Scripting - Students work in pairs reviewing text that has been covered in class.  Each student takes turns summarizing the material while the other listens.

According to Froyd and Simpson (2010), "Implementation of these strategies requires more advanced preparation, but can move students toward accepting more of the responsibility for their learning and lead to the development of greater capabilities for lifelong learning."

Cooperative learning can have drawbacks including one student doing all of the work and off task behavior.  One way to address one student doing all of the work is to create the activity so that each person is held responsible for a portion.  In addition, each student can take a quiz on the information covered.  In order to maintain focus, teachers must teach and maintain consistency with expectations.  Students who refuse to work cooperatively can be given an independent assignment to complete. 

Students must be taught how to think through problems for themselves.  One way to do this is to give them engaging and interesting work.  In addition, teachers must provide timely and descriptive feedback.  Feedback helps students correct mistakes and clear up misunderstandings.

Reflection:  One of my favorite ways to teach is to have students working together in groups.  I have been amazed at the high level of thinking that many students can accomplish when given the opportunity to collaborate with peers.  Guiding and encouraging conversation creates learners who own their learning.  They take greater responsibility for their academic growth and learn more when given time to discover on their own.  This reading provided me with information that I can take to my class room.  I feel better equipped to group students and give them the freedom to make discoveries for themselves.

Resources:

Froyd, J. and Simpson, N. (2010).  Student-centered learning addressing faculty questions
     about student-centered learning.  Texas A & M University.  Retrieved from:
     http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf

Slavin, R. E. (2015).  Educational Psychology: Theory and Practice.  Boston, MA:

     Pearson Education.