LAR 8

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University of Illinois, Urbana Champaign *

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Psychology

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Dec 6, 2023

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docx

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Uploaded by DeaconEchidna3920

PART 1:  In the preview of the chapter Santrock states that a: “we are social beings” and that b: “collaborative thinking has only recently emerged as an important theme in American education” because of the emphasis on individual rather than the group. *Respond to both bullet points in about 150 words* o Do you agree or disagree that we are inherently social beings? Explain. o How does collaborative thinking benefit students in the classroom space? I do agree that humans are inherently social beings. Humans were created to mate and create families to procreate. If we were not social beings, this would not be possible, and we would prefer to be alone together. Instead, we want human interaction and connection with other beings. We are wired to enjoy the company of others and long for contact with others. Many people work best in teams and are able to thrive in group scenarios. This collaborative thinking benefits students in the classroom by them having the opportunity to work in groups. Students can learn from other people in group work and can create relationships with one another. Some students may not prefer to be in groups but benefit other way because it is always helpful to see another’s perspective and get point of view on a situation. Collaborative thinking also stimulates new ideas and helps students learn how to work in groups to help in the future. PART 2:  Reflect on your own education. To what extent have you experiences social constructivist approaches such as scaffolding, cognitive apprenticeship, tutoring, and cooperative learning? Was it effective or not? Explain. Respond in about 150 words. My teachers mainly used scaffolding through the unit by giving us all the support we needed in the beginning and then slowly backing away from helping us through every step. For example, in math class we would begin a unit with our teacher telling us a step-by- step process of how to solve a problem. Then after a little bit of

practice she would ask us to tell her how to solve it and only help when necessary. She was also very fond of cooperative learning where we would try to solve a problem, we had no idea how to solve in a group by figuring it out ourselves. Tutoring was mainly done by teachers one-on-one when we needed extra help understanding a topic. Tutoring is similar to cognitive apprenticeship because our teacher would be an expert who would aid us through understanding something new and unfamiliar. PART 3:  Think about your educational experiences with group work. What worked well? What did not work well? What could your teacher have done differently to have helped improve that experience? Respond in about 200 words. In high school I did not enjoy group work because usually I would be the one in the group who ended up doing all the work. This did not work well at all because almost everyone else in the group would be a slacker. My teacher could have assigned us each role in the group or allowed us to choose roles to motivate us to work together by each person taking on a task. One person could be a leader another coming up with ideas and so on. This would have heavily improved the experience; my teachers could have also allowed for each person to receive the same grade because then people can get away with no doing any work. Everyone should have been given separate grade by how much effort they put in and how well they were able to work in a group. Cooperative learning is very helpful in most cases because everyone can give their own perspectives and ideas to help the whole group. But it is only helpful if everyone participates and puts new something forward.

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