Social Learning

Social Learning in the Classroom


The theory of social learning can be employed to build a foundation for promoting social learning network via the internet (e.g. Moodle, twitter, facebook, blogging or wiki's). Teachers are agents of resource when they align or modify the curriculum to facilitate students within the learning setting. Base on the methods of the social learning theory peer-to-peer collaboration and supplying feedback right away can enhance how student’s process presented information (Kim, 2001). According to Dr. Orey, this theory can be implemented to encourage students to be active participants in constructing artifacts (Laureate Education Inc, 2011). I have found that when students work on an assigned task collaboratively, they have the opportunity actively take part in the learning process (Laureate Education Inc, 2011).
I have found that when students work on an assigned task collaboratively, they have the opportunity actively take part in the learning process (Laureate Education Inc, 2011). The social learning theory enables students with the opportunity to build around meaningful context through real issues or problems and themes. In essence, I think modeling what is expected can or may help my 4th grade students understand the presented concept and encourages students to share an active role during the learning process (Laureate Education Inc, 2011). To that end, using the theory of social learning will mean facilitating students with construct meaning. The presented knowledge and concept can promote peer-to-peer interaction effectively within the learning setting (Hubbell, Kuhn, and Malenoski, 2007).
Utilizing the social learning theory can promote active engagement between teacher-to-student and peer-to-peer within the learning process (Laureate Education Inc, 2011). Dr. Orey belies that more knowledgeable other (MKO) approach encourages teachers to plan and teach activities that can help students acquire new concept. In addition, Dr. Orey agreed that students can also become agents of MKO for others. Thus, allowing them to share what they learned with fellow students by providing other students to understand the concept through peer aspects. Boyd (2012) argued that all students must be given the freedom to discover and experience things through the use of online resources, this may essentially help them. Further, Dr. Orey suggested that technology resources can be integrated to enhance awareness and tie to information by using multiple inputs to the same information (Laureate, 2009).

References:

Boyd, D. (2012). Cracking Teenagers’ Online Codes. New York Times. Retrieved from http://www.nytimes.com/2012/01/22/fashion/danah-boyd-cracking-teenagers-online-codes.html?pagewanted=1&_r=1&nl=todaysheadlines&emc=tha26.

Kim, B. (2001). Social Constructivism. In M. Orey (Ed), Emerging perspectives on learning teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.