SOCIAL LEARNINGSOCIAL LEARNING Group CollaborationGroup Collaboration

Prepared and Presented byPrepared and Presented byJulie LoveJulie Love

Fellow, North Star Writing ProjectFellow, North Star Writing Project20062006

Social Learning, ExplainedSocial Learning, Explained

““Youngsters must be shown how to get Youngsters must be shown how to get involved with the ideas on the page –to involved with the ideas on the page –to laugh, cry, hoot, holler, scream, ridicule, laugh, cry, hoot, holler, scream, ridicule, or, perhaps, more quietly, to reflect, to or, perhaps, more quietly, to reflect, to appreciate, to judge. We can teach these appreciate, to judge. We can teach these things, not merely by assigning a number things, not merely by assigning a number of pages to read but by reading, of pages to read but by reading, discussing, reflecting, questioning, and discussing, reflecting, questioning, and probing for answers –all these probing for answers –all these withwith the the students” (Alm, 1957).students” (Alm, 1957).

A New HatA New Hat

I once had time to discover I once had time to discover with children…I now assign with children…I now assign it for homework.it for homework.

I once saw beauty that inspired I once saw beauty that inspired me to learn…I now read me to learn…I now read words about it.words about it.

I once knew the names for the I once knew the names for the flowers of the field…I now flowers of the field…I now yank out weeds on the yank out weeds on the weekend.weekend.

I once took walks by the hour…I once took walks by the hour…I now say, “Tomorrow….”I now say, “Tomorrow….”

HandoutLETTER BRAINSTORM AND ROUGH DRAFT – do not concern yourself with conventionsPersonal - 2 minutesIn the space below, introduce yourself by sharing some basic

information such as the size of your immediate family and current living situation. State where you live and how long you’ve lived there.

Professional – 3 minutesNow, include details about your educational work experience either

as a student and / or as a teacher / administrator. Describe your current position as an educator.

Experience – 4 minutesWrite steadily for three minutes about your personal experience with

small groups. Consider your personal learning style and comfort level within small groups such as planning committees, staff development, and continuing education courses. If you are a teacher, how often do you schedule small group learning activities?

Others’ Ideas – 10 minutesWhile in small groups, introduce yourselves and jot down each

others’ first names (make it a goal to try to use them in conversation). Initially, try taking turns and using the information you wrote for “personal” and “professional” above. Once acquainted, discuss the “experience” level by recording each others’ responses on this sheet and then transferring your group’s conclusions to the plain-sided piece of the puzzle. Corporately, decide how to share this information with the whole class.

Inside AddressNameSchool / or street addressCity, State, ZipDateSalutationDear Julie,Body – type in four paragraphs, indenting each paragraph and

leaving space between each paragraph.Paragraph one – personal informationParagraph two – professional informationParagraph three – personal experience with small group learning activitiesParagraph four – goals, ideas, and future plans for the use of social learning

Closing

Sincerely,

Print name (place

signature in the space

above).

PersonalPersonalI am an almost-empty nester. I live with my I am an almost-empty nester. I live with my

twenty-year-old son, east of Denton in a twenty-year-old son, east of Denton in a house my husband and sons built. We live house my husband and sons built. We live close to Lewisville Lake, though not on the close to Lewisville Lake, though not on the lake. My husband of thirty-two years teaches lake. My husband of thirty-two years teaches at Baylor in Waco and lives there Sunday at Baylor in Waco and lives there Sunday night through Friday night. Our youngest, a night through Friday night. Our youngest, a daughter, attends Baylor. Our oldest son is daughter, attends Baylor. Our oldest son is married and lives in Dallas.married and lives in Dallas.

Our family has moved around a good deal. Our family has moved around a good deal. We’ve lived in this current house for five We’ve lived in this current house for five years. Prior to Denton, we lived in Plano, years. Prior to Denton, we lived in Plano, Malaysia, Austin, California, and Lubbock. Malaysia, Austin, California, and Lubbock.

Professional - PastProfessional - PastI began college at Texas Tech University in Lubbock when I was eighteen. I began college at Texas Tech University in Lubbock when I was eighteen.

I quit after two years when my husband graduated and we moved to I quit after two years when my husband graduated and we moved to Austin.Austin.

I completed a thirteen-month certification program in dental assisting at I completed a thirteen-month certification program in dental assisting at Austin Community College. I worked in the medical help profession for Austin Community College. I worked in the medical help profession for seven years.seven years.

My husband and I began our family in 1982, which is when I decided to My husband and I began our family in 1982, which is when I decided to become a stay-at-home mom.become a stay-at-home mom.

I began my re-emergence into the field of education when my middle son I began my re-emergence into the field of education when my middle son experienced emotional trauma in kindergarten.experienced emotional trauma in kindergarten.

I home schooled both my middle son and my daughter for five years, I home schooled both my middle son and my daughter for five years, eventually working with all three children for two of the five. My children eventually working with all three children for two of the five. My children and I were involved in a very active Austin home school community and I were involved in a very active Austin home school community group.group.

I enrolled in 1997 at Collin County Community College in Plano with no idea I enrolled in 1997 at Collin County Community College in Plano with no idea about where I was going and what I was going to do; I just knew that I about where I was going and what I was going to do; I just knew that I was hungry for an education. I was forty years old.was hungry for an education. I was forty years old.

I graduated Cum Laude with a Bachelor of Arts in English, with a I graduated Cum Laude with a Bachelor of Arts in English, with a Certification in Secondary Education, 2001. Aside from the births of my Certification in Secondary Education, 2001. Aside from the births of my children, this was the proudest day of my life. I was forty-four years old.children, this was the proudest day of my life. I was forty-four years old.

Professional - PresentProfessional - Present

Currently, I teach tenth grade English at Currently, I teach tenth grade English at Denton High School. In my five years of Denton High School. In my five years of teaching English at DHS, I have taught all teaching English at DHS, I have taught all levels but twelfth grade.levels but twelfth grade.

Research SupportResearch Support

““Assigning more writing, using less response, Assigning more writing, using less response, and using more praise doesn’t mean leaving out and using more praise doesn’t mean leaving out all criticism or lowering standards. Students all criticism or lowering standards. Students need the experience of writing a great deal and need the experience of writing a great deal and getting minimal low-stakes response because getting minimal low-stakes response because they tend to associate writing with criticism and they tend to associate writing with criticism and high stakes. If we are not so much teaching high stakes. If we are not so much teaching writing but rather using writing to promote writing but rather using writing to promote learning, it makes particularly good sense to use learning, it makes particularly good sense to use lots of minimal and low-stakes response” lots of minimal and low-stakes response” (Elbow, 2000).(Elbow, 2000).

Research Support, cont.Research Support, cont.

““Teachers who value the child’s present Teachers who value the child’s present conceptions, rather than measure how far conceptions, rather than measure how far away they are from other conceptions, away they are from other conceptions, help students construct individual help students construct individual understandings important to them” (Brooks understandings important to them” (Brooks and Brooks, 1993).and Brooks, 1993).

Research Support, cont.Research Support, cont.

““As we order these books and create As we order these books and create these choices, we may have to remind these choices, we may have to remind ourselves that literature circles are ourselves that literature circles are independent or recreational reading. independent or recreational reading. During this special part of the day, we are During this special part of the day, we are not working at kids’ instructional level but not working at kids’ instructional level but their fluency level. Simply: in literature their fluency level. Simply: in literature circles kids must be reading books they circles kids must be reading books they can read” (Daniels, 2002).can read” (Daniels, 2002).

Research Support, cont.Research Support, cont.

High schools must be more personal. The High schools must be more personal. The approach needs to change from a more teacher-approach needs to change from a more teacher-oriented to a more student-centered one (18).oriented to a more student-centered one (18).

Key Principles…Key Principles…out of elevenout of eleven ““Learning environments should be personalized.Learning environments should be personalized. Students should be constructing meaning rather than Students should be constructing meaning rather than

being filled up with information.being filled up with information. Faculty should teach kids first and subjects second” Faculty should teach kids first and subjects second”

(Daniels, Bizar, and Zemelman, 16).(Daniels, Bizar, and Zemelman, 16).

Research Support, cont.Research Support, cont.

““Does the teacher respect us as learners? Does Does the teacher respect us as learners? Does the teacher care about what she is teaching? the teacher care about what she is teaching? Does the teacher work to involve us in the Does the teacher work to involve us in the learning?”learning?”

This question, stimulated by the “best practice” This question, stimulated by the “best practice” of the National Writing Project (Summer, 2006) of the National Writing Project (Summer, 2006) and a publication featured during that session, and a publication featured during that session, prompted a decision to monitor students’ interest prompted a decision to monitor students’ interest through active letter-writing (Peterson, 2004).through active letter-writing (Peterson, 2004).

Your TurnYour Turn

Complete the LETTER BRAINSTORM AND ROUGH Complete the LETTER BRAINSTORM AND ROUGH DRAFT attached to your handout. As you hear the DRAFT attached to your handout. As you hear the timer sound, move the to the next section. READY…timer sound, move the to the next section. READY…

4 minutes…

WRITE…2 minutes…3 minutes…

NOW…

Others’ IdeasOthers’ IdeasSmall Group Time – Visually, locate the area Small Group Time – Visually, locate the area

marked with the stationery clipped to your marked with the stationery clipped to your packet handout. Move to that location and packet handout. Move to that location and sit as a small circle, with your seats turned sit as a small circle, with your seats turned so that you are facing each other. First, so that you are facing each other. First, introduce yourselves. Then, discuss the big introduce yourselves. Then, discuss the big concept of social learning. READY…concept of social learning. READY…

MOVE…10 minutes…TALK…MOVE…10 minutes…TALK…

For Your Consideration…For Your Consideration…

What do you personally think What do you personally think about social learning? What about social learning? What is your personal learning is your personal learning style?style?

Discuss specific activities and Discuss specific activities and experiences you’ve had with experiences you’ve had with social learning, such as social learning, such as planning committees, staff planning committees, staff development, and continuing development, and continuing education courses.education courses.

Discuss anticipated and actual Discuss anticipated and actual outcomes. Surprises? outcomes. Surprises? Disappointments?Disappointments?

Were there physical challenges Were there physical challenges and difficulties? and difficulties?

Let’s put it together…Let’s put it together…

3 minutes…Summarize your group’s findings in a collaborative effort.

Plan to do things differently…Plan to do things differently…

I began the 2006 – 07 school year with a I began the 2006 – 07 school year with a plan. I attended the North Star Writing plan. I attended the North Star Writing Project determined to learn some different Project determined to learn some different strategies for reaching my students. My strategies for reaching my students. My biggest concern grew out of the biggest concern grew out of the apathyapathy I I observed in my students for reading, with observed in my students for reading, with very few reading for pleasure, many more very few reading for pleasure, many more choosing not to read at all. Another choosing not to read at all. Another concern was the growing difference concern was the growing difference between between abilityability levels among my students. levels among my students.

My Plan…My Plan…

Students will work in small groups often, Students will work in small groups often, at least once a week.at least once a week.

Implement (adapting when needed) as Implement (adapting when needed) as many NSTWP strategies as possible many NSTWP strategies as possible with my students.with my students.

Work closely with NSTWP mentors, Work closely with NSTWP mentors, particularly second semester when particularly second semester when classes would be opened for classes would be opened for observation and research.observation and research.

ObjectivesObjectives

Build community Build community Diminish anxiety, especially Diminish anxiety, especially

in area of writingin area of writingIncrease student choice, Increase student choice,

especially in area of readingespecially in area of reading

Successful Activities / Student Successful Activities / Student ExemplarsExemplars

Letter writing – student to teacher, beginning of Letter writing – student to teacher, beginning of semester one, end of semester one, mid-semester one, end of semester one, mid-semester twosemester two

Personal narrative paper – informal presentation Personal narrative paper – informal presentation to classto class

Personalized journals – established “Quiet Personalized journals – established “Quiet Write” at least once a week (often more), and Write” at least once a week (often more), and used daily for personal planning, etc.used daily for personal planning, etc.

Students’ choice – personal poetry study and YA Students’ choice – personal poetry study and YA novels for literature circlesnovels for literature circles

Discoveries…Discoveries…

Students need to walk and Students need to walk and write and talk and interact write and talk and interact in order to learn.in order to learn.

I cannot control this process I cannot control this process every minute; it will get every minute; it will get noisy sometimes.noisy sometimes.

Students’ lives are rich and Students’ lives are rich and valuable; they need to valuable; they need to discover the gold hidden discover the gold hidden inside.inside.

I need to let go and let them I need to let go and let them learn; I might recapture learn; I might recapture the spirit of discovery I the spirit of discovery I have been missing.have been missing.

Handout - StationeryHandout - Stationery

Using the colored print Using the colored print paper included in paper included in your handout packet, your handout packet, write me a personal write me a personal letter. letter.

Feel free to use the Feel free to use the letter format letter format provided.provided.

ReferencesReferences

Alm, R. S. 1957. Teaching reading is our business. Alm, R. S. 1957. Teaching reading is our business. English English journaljournal. . 4646.1, 11 – 19. Qtd. in .1, 11 – 19. Qtd. in English journalEnglish journal. 2007. . 2007. English journal. 96English journal. 96 3, 11. 3, 11.

Brooks, J. G., & Brooks, M. G. 1993. Brooks, J. G., & Brooks, M. G. 1993. The case for The case for constructivist classroomsconstructivist classrooms. . In search of understandingIn search of understanding. . Alexandria, VI: ASCD.Alexandria, VI: ASCD.

Daniels, Harvey, & Bizar, M., & Zemelman, S. Daniels, Harvey, & Bizar, M., & Zemelman, S. 2001. 2001. Rethinking high schoolRethinking high school. . Best practice in Best practice in teaching, learning, and leadershipteaching, learning, and leadership. Portsmouth,. Portsmouth,NH: Heinemann.NH: Heinemann.

References, cont.References, cont.

Daniels, Harvey. 2002. Daniels, Harvey. 2002. Literature circles. Voice Literature circles. Voice and choice in book clubs & reading groupsand choice in book clubs & reading groups. . Portland, MN: Stenhouse.Portland, MN: Stenhouse.

Elbow, P. 2000. High stakes and low stakes in Elbow, P. 2000. High stakes and low stakes in assigning and responding to writing. assigning and responding to writing. Everyone Everyone can writecan write. New York: Oxford University Press.. New York: Oxford University Press.

Peterson, Art. 2004. “Digging deeper: teacher Peterson, Art. 2004. “Digging deeper: teacher inquiry in the summer institute demonstration.” inquiry in the summer institute demonstration.” Internet: Internet: The VoiceThe Voice..

I’m not going to be like everyone else; I’m I’m not going to be like everyone else; I’m just going to have to be myself.just going to have to be myself.