CUIN 6371 Models of Teaching. Fall, 2003 Howard L. Jones Session 3 Group Investigation Cooperative Learning. Social Interaction. Teaching About Society Jurisprudential Oliver and Shaver Role Playing/Simulations Teaching Social Skills National Training Laboratory
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Howard L. Jones
& Social Skills
Application of Original Theory
Model of Teaching
Herbert Thelen to
To work together
Models of Teaching, pp. 37-38
Known to Unknown to
Curriculum is presented part to whole; emphasis on basic skills
Strict adherence to fixed curriculum
Activities rely heavily on text and workbook
Students viewed as “blank slates”
Teachers generally behave in didactic manner, disseminating information to learners
Curriculum is presented whole to part with emphasis on big concepts
Pursuit of student questions is highly valued
Activities rely heavily on primary sources of data and manipulative materials
Students are viewed as thinkers with emerging theories about the world
Teachers generally behave in an interactive manner, mediating the environment for studentsSchool Environments
What Would School Be Like If What’s-His-Name Ran The World ...
1. What is the purpose of schooling?
2. What is the role of the teacher? What skills would be most of value to the teacher in his/her efforts?
3. What is the nature of the curriculum? What subjects are valued? Not valued?
4. How are schools related to society?
5. What is “truth” for X? How would he suggest that we, as educators, assist our students in finding truth?
Enlarge child’s experience
Educate the individual through social
Community aspect of education
Continuity with past/present
Learn instinctively through social interaction
Challenge students to integrate new concepts with old through cultural and social experiences
Provide a scaffold or support system through which children can develop both personal and social skills
Combination of affective and intellectual skills
Zone of Proximal Development -1. What is the purpose of schooling?
Three step deal;
Adult or peer with greater knowledge as leader; teacher provides opportunities for learning in social interaction
Teacher challenges the student with work that fits into ZPD2. What is the role of the teacher? What skills would be most of value to the teacher in his/her efforts?
Those that are not related to the real world - abstract
Social interaction building on concepts in curriculum – “build upon”
Play is important
One subject not valued over another
Curriculum will change according to the developmental level of the student
Program of inquiry3. What is the nature of the curriculum? What subjects are valued? Not valued?
Schools represent the larger society
“School is not preparation for life; school IS life.”
Social aspects – interaction; intersubjectivity
Social development and thinking ability are related
Medium through which students can advance their social skills +
Training ground for society and a mini-society4. How are schools related to society?
Counselor, consultant, and friendly critic…teacher must “read” the students’ social and academic behavior and provide assistance that keeps the inquiry moving without squelching it
National Training Laboratory
Kagan, Johnson, Slavin, Sharan
Spencer David & Roger Robert Shlomo
Kagan Johnson Slavin Sharan
Individual Accountability and Group Rewards
The role of education…improving the capacity of individuals to reflect on the ways they handle information..on their concepts, their beliefs, their values…A society of reflective thinkers would be capable of improving itself and preserving the uniqueness of individuals. Intellectual development and skill in social process are inextricably related.
Hullfish & Smith, 1961
• Subject matter knowledge is increased
• Students value shared academic work
• Students can regulate their own resources
• An individual’s work pace can be more flexible
• Students learn to manage others’ resources and coordinate work with others
• Challenging tasks are more approachable or do-able because of shared
• School tasks are similar to those outside of school
• Group members serve as models for one another
• Students develop an expanded understanding of self and others
• The awareness of variability in aptitude may allow students to be more creative, to view errors as acceptable, and to learn from failure.
• Students’ misconceptions are reinforced
• Students simply shift dependency from teacher to peers
• Students often value products more than process; speed often takes precedence over problem solving
• Some group situations present little more than an opportunity for high-achieving students to perform for other students
• In some situations high-achieving students may feel excessive pressure to do all of the work
• Some students learn that they need not contribute and may consistently receive feedback suggesting that their input is not valued