Arunrat BamrungchitPh.D. Students

Strategies of Learning Management

In the UNESCO report “The four pillars of Education, Learning: The Treasure within” Collaboration and communication

are identified within each of the four pillars.

Learning to knowLearning to doLearning to live togetherLearning to be

Delors, J. UNESCO Report. “The four pillars of Education, Learning: The Treasure within”. http://www.unesco.org/delors/fourpil.htm)

A Development of Learning Management Strategies

using Sociocultural Theory and Collaborative Learning

Strategiesfor Global Education Subject in Mattayomsuksa 5 students

IntroductionIntroductionSociocultural TheorySociocultural TheoryscaffoldscaffoldCollaborative LearningCollaborative Learningsocial networkingsocial networking

Thesis statementThesis statement

… ….From the .From the sociocultural sociocultural perspective and perspective and according to Vygotsky’s according to Vygotsky’s zone of proximal zone of proximal developmentdevelopment (ZPD) (ZPD), scaffolding is an integral , scaffolding is an integral part of the knowledge building and meaning part of the knowledge building and meaning making process in a making process in a collaborative learning collaborative learning environment. Thus, in order to make environment. Thus, in order to make online online collaborative learning and social networking collaborative learning and social networking successful, it is necessary to scaffold the successful, it is necessary to scaffold the collaborative learning activities with some kind of collaborative learning activities with some kind of facilitating strategies. facilitating strategies.

Sociocultural Theory

Lev Vygotsky and Sociocultural Theory Lev Vygotsky and Sociocultural Theory

“ “ We can formulate the genetic law of We can formulate the genetic law of cultural development in the following way: cultural development in the following way: any function in the child’s cultural any function in the child’s cultural development appears on stage twice, on development appears on stage twice, on two planes. First it appears on the social two planes. First it appears on the social plane, then on the psychological, first plane, then on the psychological, first among people as an interphysical category among people as an interphysical category and then within the child as an intraphysical and then within the child as an intraphysical category.” category.”

Definition

Sociocultural theory results from the dynamic interaction

between a person and the surrounding social

and cultural forces.

Four Basic Principles Underlying the Vygotskian Framework

The Key Terms of SCTThe Key Terms of SCT

Activity TheoryActivity Theory

Activity theory is a psychological model Activity theory is a psychological model that explores the complex relationship that explores the complex relationship between humans and their tools, seeing between humans and their tools, seeing tools as manifestations of internal tools as manifestations of internal processes that facilitate interpersonal processes that facilitate interpersonal communication. It is a circular theory: communication. It is a circular theory: social interactions provoke the creation of social interactions provoke the creation of new tools that facilitate deeper or more new tools that facilitate deeper or more complex and productive social interactionscomplex and productive social interactions

Conclusion of Activity TheoryConclusion of Activity Theory

Humans do not act directly on the Humans do not act directly on the physical world but rely on tools, which physical world but rely on tools, which allow us to change the world.allow us to change the world.

Zone of Proximal DevelopmentZone of Proximal Development

The distance between the actual developmental level as determined by

independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in

collaboration with more capable peersOr

The distance between what a child can do on his/her own and what the child can complete

with adult assistance.

In order for the ZPD to be such a success, In order for the ZPD to be such a success, it must contain two features……it must contain two features……

# # The first is called subjectivity. This term The first is called subjectivity. This term describes the process of two individuals begin a describes the process of two individuals begin a task with different understanding and eventually task with different understanding and eventually arrive at a shared understanding. arrive at a shared understanding. # The second feature is scaffolding, which # The second feature is scaffolding, which refers to a change in the social support over the refers to a change in the social support over the course of a teaching session. course of a teaching session. . .

Conclusion of ZPDConclusion of ZPD

What a person can achieve when What a person can achieve when acting alone is different from what the acting alone is different from what the same person can accomplish with support same person can accomplish with support from someone else. from someone else.

Inner SpeechAbbreviatedAbbreviatedPrivatePrivateWithout syntaxWithout syntaxPredicate orientedPredicate orientedCondensed meaningCondensed meaningMany fewer wordsMany fewer words

Internalization Internalization is conceived of as a Internalization is conceived of as a

representational activity, a process that representational activity, a process that occurs simultaneously in social practice occurs simultaneously in social practice and in the human brain/mind.and in the human brain/mind.

Or…………………………………..Or…………………………………..The transformation of communicative The transformation of communicative

language into inner speech and further language into inner speech and further into verbal thinkinginto verbal thinking

Mediation Features of Mediating SystemsFeatures of Mediating Systems

Cultural inventions over historical timeCultural inventions over historical time Introduced to new members by more experienced Introduced to new members by more experienced

membersmembersNot likely to be spontaneously acquiredNot likely to be spontaneously acquiredCan be learned only with the sustained efforts of Can be learned only with the sustained efforts of

more experienced membersmore experienced membersSubject to change by membersSubject to change by membersHelp form and guide thinking of members, Help form and guide thinking of members,

becoming mediated activitybecoming mediated activity

Conclusion of Sociocultural Theory

Three ways of cultural tools from one to anotherThree ways of cultural tools from one to another

The first one is imitative learning (where one person tries to imitate or copy another.)

The second is instructed learning (which involves remembering the instructions of

teacher and then using these instructions to self-regulate.)

The third is collaborative learning (involves a group of peers who understand

and can work together to learn a specific skill.)

Collaborative Learning

““The enthusiasm for collaborative learning has The enthusiasm for collaborative learning has become so widespread that most researchers become so widespread that most researchers and educators believe that students learn and educators believe that students learn better when they work in groups as compared better when they work in groups as compared to when they work autonomously” (Coleman, to when they work autonomously” (Coleman, 1995, p. 137)1995, p. 137)

““collaborative learning promotes higher collaborative learning promotes higher achievement as well as personal and social achievement as well as personal and social development.” (Li, 2002)development.” (Li, 2002)

Collaborative Learning

The Definition of “Collaborative learning”The Definition of “Collaborative learning”

- Collaborative learning is not one single mechanism.- Collaborative learning is not one single mechanism.

- Collaborative learning takes the form of - Collaborative learning takes the form of instructionsinstructions to subjects.to subjects.

Qualities of Collaborative LearningQualities of Collaborative Learning

1. Collaboration divide cognitive processes into1. Collaboration divide cognitive processes into intertwined layers intertwined layers

2. Collaborative is a relatively symmetrical structure.2. Collaborative is a relatively symmetrical structure.

3. The quality of interactions: interactivity, 3. The quality of interactions: interactivity, negotiability negotiability

Elements of Collaborative Elements of Collaborative LearningLearning

Positive interdependencePositive interdependence Individual accountabilityIndividual accountabilityFace-to-face promotive interactionFace-to-face promotive interactionAppropriate use of collaborative Appropriate use of collaborative

skillsskillsGroup processingGroup processing

Collaborative Learning Collaborative Learning Principles :Principles :

Working together results in a greater Working together results in a greater understandingunderstanding

Spoken and written increased Spoken and written increased understanding.understanding.

Idiosyncratic and Unpredictable.Idiosyncratic and Unpredictable.ParticipationParticipation

DILLENBOURG, P. (1999). In P. Dillenbourg (Ed.), Collaborative learning. Cognitive and computational approaches (pp. 1-19). NY: Pergamon.

Collaborative vs Cooperative Learning

CollaborativeCollaborative A philosophy of interactionA philosophy of interaction A personal philosophyA personal philosophy Can take place any timeCan take place any time Students work togetherStudents work together Teacher not specify a Teacher not specify a

number, but assess the number, but assess the progress of each group progress of each group

CooperativeCooperative A structure of interaction A structure of interaction

designeddesigned Defined by a set of Defined by a set of

processesprocesses Take place when students Take place when students

work together in the same work together in the same placeplace

Teacher maintains Teacher maintains complete control of the complete control of the class.class.

CollaborativeCollaborative

The final product is The final product is determined by each groupdetermined by each group

Members and Members and collaboration (each collaboration (each member uses his/her member uses his/her resources to help the group resources to help the group reach a common goal).reach a common goal).

Leadership is unilateralLeadership is unilateral No joint planning or goal No joint planning or goal

settingsetting

CooperativeCooperative

There are different ways of There are different ways of bringing learners to bringing learners to construct their knowledgeconstruct their knowledge

together. Among these, together. Among these, there is cooperation there is cooperation

(sharing of tasks between (sharing of tasks between group members)group members)

Leaders of each are fully Leaders of each are fully committedcommitted

Common goals are createdCommon goals are created

Sometimes CO & CL go together…

On the other hand, On the other hand,

both cooperation and collaboration have the meaning both cooperation and collaboration have the meaning of working together and getting along to achieve a specific of working together and getting along to achieve a specific goal or task. goal or task.

One collaborates on a project in the sense of One collaborates on a project in the sense of working togetherworking together. .

One cooperates with one another in order to One cooperates with one another in order to complete the project. complete the project.

In this sense In this sense collaborate has the meaning of collaborate has the meaning of participation,participation, and and cooperate the meaning of getting cooperate the meaning of getting along.along.

ConclusionConclusion In a collaborative work process, each individual shares In a collaborative work process, each individual shares

knowledge and benefits from the knowledge of others. Time, knowledge and benefits from the knowledge of others. Time, knowledge and the ideas shared are not the result of a knowledge and the ideas shared are not the result of a simple subtraction : simple subtraction :

one does not lose what one shares one does not lose what one shares

and one does not gain another one’s loss. and one does not gain another one’s loss. Thus, there is a construction of community knowledge that Thus, there is a construction of community knowledge that

is much more than the sum of each individual’s knowledge : is much more than the sum of each individual’s knowledge : Knowledge is built on all levels, because collaboration Knowledge is built on all levels, because collaboration involves the participants emotionally as well as on cognitive involves the participants emotionally as well as on cognitive and social levels.and social levels.

Collaborative vs Cooperative

Collaborative learningCollaborative learning is a method of teaching and is a method of teaching and learning in which students team together to explore a learning in which students team together to explore a significant question or create a meaningful project.significant question or create a meaningful project.

Cooperative learning Cooperative learning is a specific kind of is a specific kind of collaborative learning. In cooperative learning, collaborative learning. In cooperative learning, students work together in small groups on a students work together in small groups on a structured activity. They are individually accountable structured activity. They are individually accountable for their work, and the work of the group as a whole for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-is also assessed. Cooperative groups work face-to-face and learn to work as a team.”face and learn to work as a team.”

Cooperative work offers the group the opportunity to benefit from expertise that is “distributed” to form a complete and integrated representation of a problematic. In other words, the group is made up of “expert” members whointervene in their respective fields.

In a collaborative work process, each individual shares knowledge and benefits from the knowledge of others. Time, knowledge and the ideas shared are not the result of a simple subtraction: one does not lose what one shares and one does not gain another one’s loss. Thus, there is a construction of community knowledge that is much more than the sum of each individual’s knowledge. Knowledge is built on all levels, because collaboration involves the participants emotionally as well as on cognitive and social levels.

a plural approach allows for a three-part process that alternates between : the collaborative and cooperative approaches

Collaborative learning Collaborative learning and the 21and the 21stst century skills. century skills.

Implementing Collaborative Learning

Before starting collaborative learning, Before starting collaborative learning, understand your own teaching style and goals.understand your own teaching style and goals.

Orient studentsOrient students Include a collaborative learning policy in your Include a collaborative learning policy in your

syllabus that “summarizes why, how, and in syllabus that “summarizes why, how, and in what ways collaborative learning will be a part of what ways collaborative learning will be a part of the course” (35). the course” (35).

Show students the benefits of collaboration Show students the benefits of collaboration through, for example, an individual quiz followed through, for example, an individual quiz followed by a group quiz on the syllabus.by a group quiz on the syllabus.

Form groupsForm groupsConsider group type: informal (brief), Consider group type: informal (brief),

formal (sustained for a project), base formal (sustained for a project), base (full semester)(full semester)

Both groups of 2 (maximize involvement) Both groups of 2 (maximize involvement) and groups of 5 work well.and groups of 5 work well.

Instructor-selected, heterogeneous Instructor-selected, heterogeneous groups often work better than student-groups often work better than student-selected or random groups. selected or random groups.

Structure the collaborative taskStructure the collaborative task Assignment relates to course objectivesAssignment relates to course objectives Task matches students’ skillsTask matches students’ skills Task promotes interdependenceTask promotes interdependence Try to ensure individual accountabilityTry to ensure individual accountability Plan each phase of the activityPlan each phase of the activity

The learning task promptThe learning task prompt

Learning starts with the learner’s active Learning starts with the learner’s active engagement with a problemengagement with a problem

Generally speaking, learning tasks should Generally speaking, learning tasks should be open-ended, require critical thinking with be open-ended, require critical thinking with supporting evidence or arguments. Tasks supporting evidence or arguments. Tasks should promote controversy, result in some should promote controversy, result in some type of group product, and be directed type of group product, and be directed toward a learning goal of the coursetoward a learning goal of the course

When creating collaborative learning tasks, When creating collaborative learning tasks, keep in mind the six levels of Bloom’s cognitive keep in mind the six levels of Bloom’s cognitive taxonomy: taxonomy: knowledge, comprehension, knowledge, comprehension, application, analysis, synthesis, and evaluation application, analysis, synthesis, and evaluation

The most effective courses tend to reflect the The most effective courses tend to reflect the entire taxonomy in goals, activities, and entire taxonomy in goals, activities, and assessmentassessment

Facilitating student collaborationFacilitating student collaboration Observe and interact with all groups (supportive Observe and interact with all groups (supportive

rather than directive)rather than directive)

Solve problems Solve problems Inequitable participation (talk to students)Inequitable participation (talk to students) Resistance to group work (clarify rewards)Resistance to group work (clarify rewards) Off-task behavior (set hard-to-reach time limit Off-task behavior (set hard-to-reach time limit

and move closer to off-task students)and move closer to off-task students) Group ReportsGroup Reports Closure: synthesis, additions, corrections, Closure: synthesis, additions, corrections,

implications, etc. implications, etc.

Don’t grade everything (but collect Don’t grade everything (but collect everything)everything)

View grading as a tool for learningView grading as a tool for learning Have students evaluate some of their own Have students evaluate some of their own

work and the work of otherswork and the work of others Instructors may give individual and group Instructors may give individual and group

scores on projectsscores on projects Include self-evaluation: reflection. John Include self-evaluation: reflection. John

Dewey said, “We don’t learn by experience. Dewey said, “We don’t learn by experience. We learn by reflecting on experience.”We learn by reflecting on experience.”

Collaborative Learning Techniques

Techniques for DiscussionsTechniques for Discussions Think-Pair-Share Think-Pair-Share Round Robin Round Robin Buzz Groups Buzz Groups Talking Chips Talking Chips *Three-Step Interview *Three-Step Interview *Critical Debates *Critical Debates

*Moderate to high online transferability *Moderate to high online transferability

Techniques for Reciprocal TeachingTechniques for Reciprocal Teaching Note-Taking Pairs Note-Taking Pairs Learning Cell Learning Cell Fishbowl Fishbowl Role Play Role Play Jigsaw Jigsaw Test-Taking Teams Test-Taking Teams

*Moderate to high online transferability*Moderate to high online transferability

Techniques for Problem SolvingTechniques for Problem Solving Think-Aloud Pair Problem Solving Think-Aloud Pair Problem Solving Send-A-Problem Send-A-Problem Case Study Case Study Structured Problem Solving Structured Problem Solving Analytic Teams Analytic Teams Group Investigation Group Investigation

*Moderate to high online transferability*Moderate to high online transferability

Techniques Using Graphic Techniques Using Graphic Information OrganizersInformation Organizers

Affinity Grouping Affinity Grouping Group Grid Group Grid Team Matrix Team Matrix Sequence Chains Sequence Chains Word Webs Word Webs

*Moderate to high online transferability*Moderate to high online transferability

Techniques Focusing on WritingTechniques Focusing on Writing Dialogue Journals Dialogue Journals Round Table Round Table Dyadic Essays Dyadic Essays Peer Editing Peer Editing Collaborative Writing Collaborative Writing Team Anthologies Team Anthologies Paper Seminar Paper Seminar *Moderate to high online transferability*Moderate to high online transferability