If guided design is the enchilada of the
group-based/collaborative models, then cooperative-learning environments might
the burrito. What does this mean? Well, the ingredients that make up these
models are so similar it is difficult to determine the clear distinctions. To me the biggest distinction and possible
barrier is that the success of the individual relies on the success of the
group. Another barrier is that this
model seems to be based on students having shared learning goals. I think this might be easier to establish with
younger students but the older the students are, the trickier it becomes since
often adult learners have a variety of learning goals that are not always
aligned. While these different goals can
bring different perspectives, they can also bring a lot of difficulties that
can affect the group learning process. But
if done well, it seems that the group in this model might have a great chance
at success in part due to the structure given to the group process that is
established through clear roles and responsibilities.
I think using this model in conjunction with module
I discussed last week could be very successful.
One arena that I could see using this is with community college students
who might need more structure to the group process. This model helps students work towards
gaining those collaboration skills along with the content knowledge.
8 comments:
I feel like your analogy is very appropriate for describing the models we've studied thus far in Unit 2. Guided Design, Cooperative Learning, Problem-based Learning - they are all entres, sharing commonalities but with specific ingredients that give them their own unique flavor. Problem-based learning is the chimichanga of the learning models. It is delcious when prepared correctly, but you wouldn't want to serve it all the time; it is merely a treat.
Hello Barb! I think that individual goals will work with certain grade levels. Some adult learners may need this structure to relearn collaboration skills that they may have not used in a while.
Kristy -
Love the Chimichanga analogy- I was struggling to come up with that third dish and you nailed it. I also like how you identify that in the right proportions these are wonderful but like anything, too much of just one is not a good thing. What I like about both the Cooperative Learning and the Problem-Solving models is that they lend a little bit more structure to the process. I think I actually misidentified with Guided Design (not recognizing that we would be discussing essentially the same list of ingredients applied in slightly different ways) that I have been using the PBL model and not the GD model (yes Guided Design, not the blasphemy). All right now I am hungry and I am going to go eat!
Paul -
You are absolutely right! Actually your post made me rethink it. Often adult learners need those reminders much more than younger learners for that very reason. They think they know these skills but they really do need refreshers and support!
Thank you for making me rethink!!!!
Barb -- you are sooo funny! I was soooo hungry after reading your blog yesterday.
Hey Barb!! I loved your analogy. I can completely agree with how the two compare. I do feel that age will play a huge role in how the approach can be applied to learning and that it is imperative that much thought is given to the structure. Great post!
Heather Haymer
Nice way to sum up the three very similar yet distinct methods/models/theories in this unit. Now I see why you decided to go with PBL instead of GD Barb!
Or is cooperative learning the combo plate with rice and beans (i.e., content divided into different elements for students to learn and co-teach)? I'm actually pleased to see you thinking about alignment of the theories, as they are all part of a common unit. In the past, I had students in this class prepare concept maps and try to show how the different models were related. It wasn't entirely successful, and admittedly not an easy task to synthesize. I think the models in general have some similar ideas. For example, PBL and cooperative jigsaws both emphasize dividing content in segments with learners being responsible for just a portion of the total content to learn and co-teach their group. But the way the models are carried out in procedures varies more widely. You're right that they're not entirely different in overall goal, but not entirely similar in procedures.
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