Social interaction teaching methods

Social interaction teaching methods are instructional methods used by teachers in the classroom to facilitate group work. It is a student centered teaching approaches that allows students to interact with each other in a structured on task manner. In this strategy, students take on the role as a facilitator of content by helping their peers construct meaning. The students are allowed to question, reflect, reconsider, get help and support, and participate in group discussion. The three most common strategies include group project, group discussion, and cooperative learning. These interactions normally occur face-to-face but are not limited to this type of interaction with the assistance of online tools and technologies. The stages of instruction using the social interaction models begin with an introduction lead by the instructor. The learners than break into groups, and the instructor continues to monitor and assess teams and their work. Finally, the teams conclude with their results/findings (Burden and Byrd, 2007).

Theoretical Origins of Social Interaction Models

Social interaction learning is dependent on student to student interaction. John Dewey not only believed that social interaction stimulates learning but it also is how we begin to learn (Dewey, 1897). He believed that social interaction furnished the material needed for a child to begin his education. Dewey stated,

"I believe that knowledge of social conditions, of the present state of civilization, is necessary in order properly to interpret the child's powers. The child has his own instincts and tendencies, but we do not know what these mean until we can translate them into their social equivalents. We must be able to carry them back into a social past and see them as the inheritance of previous race activities. We must also be able to project them into the future to see what their outcome and end will be" (Dewey, p77-78).

Further supporting the effectiveness of social interaction theory Dewey believed "true education comes through the stimulation of the child's powers by the demands of the social situation in which he finds himself." Social interaction depends on social demands, student to student assessment (Dewey, p 77).

Albert Bandura studied the behavior of individuals and their reactions. Bandura was most famous for his research on Social Cognitive Theory, which states that one may learn from observing a model (Boeree, 2006). In one experiment, Bandura studied people with herpephobics, the fear of snakes. The herpephobic observed an actor deal with their fear when he removed the snake and placed it over their legs. Knowing that this was an actor performing, the herpephobic goes through the routine and eventually model the behavior and overcomes his fear. In another study, Bandura videoed a young woman punching and yelling phrases such as "sock a roo" to a weighted blow up punching bag that looked like Bobo the Clown. He then showed a video to young children. Later he put the children in a room with a punching bag. They modeled the phrases and punching blows from the woman in the video. Bandura's findings resulted in the social learning theory (Boeree, 2006).

Social Interaction Strategies

Social interaction strategies begins with and introduction of the topic/objectives by the instructor. The students then transition into teams by a predetermined method. The instructor must continue to monitor teams so they stay on task and for assessing purposes. The groups must then produce their findings. Within social interaction the instructor facilitator and student take on specific roles. The instructor must explain the concept topic and organize the group. The process and rules of working as teams will need to be taught and reviewed to build team skills and group cohesion. During the process, the instructor must provide content focus and review. Interaction must be student to student. Students must be active and responsible for their learning, both acting as a facilitator and learner. Students will be able to explain content to one another as well as the entire class. The team working skills of compromise, negotiation, and motivation are used during the learning process.

Steps to implementing Social Interaction:

1. Introduction of concept by facilitator

2. Students group into teams.

3. Students negotiate, compromise, and explain concepts to another while facilitator monitors.

4. Students assess their work.

5. Students present findings.

Group Discussion

Group discussion allows the student to think out loud about the content of the material to learn objectives. Group discussion can be done in an informal, formal or distant learning classroom. This strategy helps develop thinking skills and social interaction. Discussions can be used as an introduction to a lesson to get students into the proper mindset or compose an entire lesson. According to Methods for Effective Teaching: Promoting K-12 Student Understanding, there are two types of discussion, whole-class and small-group (Burden, 2007).

Whole-class discussion, according to Burden, is when the entire class is involved in a discussion on a particular topic. Instructors generally lead the discussion, but students can lead student-centered discussions in some cases. The instructor has to keep the group focused, not drift too far from the topic, and keep the discussion going in an organized and steady fashion. Whole-class discussions and social interaction in general are great ways to get students to think critically. Teacher responsibilities include: Planning the discussion thoroughly, creating key questions to ask of the group to keep the discussion goals within reach, keep the learners in mind when planning, know the issue well, provide an objective, create a "supportive classroom environment", correct incorrect discussions, show the relationship of facts and opinions brought up during the exercise, and keep things interesting and light to avoid conflicts. Student responsibilities include: knowledge of the topic, respect other's opinions, and think about their own opinions (Burden).

Small-group discussions might be a more comfortable method for the shy student. This is because, there are more opportunities to speak and express views, more time for deeper issues to be addressed, and some might find it easier to talk to four students instead of 24. Burden believed that "Small-group discussions help to promote the development of communication skills, leadership ability, debate, and compromise" (p. 150). Teacher responsibilities for small-group discussion include: constantly circulate the room to make sure the goals are being met, confirm that the students have a good knowledge base of the topic at hand, keep a timeline and schedule to keep students focused, use detailed instructions for the assignment, and have them present their findings to ensure accountability (Burden).

Cooperative Learning

Dr. Spencer Kagan began researching cooperative learning in 1968. His findings led to the development of 200 instructional methods that are used in the classroom (Kagan, 1994). According to Robert E. Slavin’s textbook, Educational Psychology, the success of cooperative learning depends on the presence of two factors: rewards or recognition and individual accountability. Students will be more motivated to help their teammates learn if reward depends on the group’s success. Slavin also explained that cooperative learning methods work for all subjects in grades 2 through12, for both sexes, and in some cases particularly for high achieving students, special education students, Latino, and African American students. Also, cooperative learning not only increases achievement, but also improved social interaction within the group, a better self image, and acceptance of group mates with special needs (Slavin, 2003).

Cooperative learning methods include: Student Teams-Achievement Divisions (STAD), Cooperative Integrated Reading and Composition (CIRC), Jigsaw, Learning Together, Group Investigation, and Cooperative Scripting. (Slavin). Slavin has categorized STAD, TGT, Jigsaw, and Learning Together as formal groups cooperative learning. Formal groups are described as "a heterogeneous mix of students working together on specific learning tasks" (Burden, 2007). Burden also added Team Accelerated Instruction (TAI) as a formal group. The subsequent text provides a better description to how these cooperative learning models work.

Student Teams-Achievement Divisions (STAD) is a kind of mastery learning where a heterogeneous mix of students are grouped together in teams of four, they get together after a lesson and help each other better understand concepts, and they are then assessed separately. Teams earn points bases on their grades and progress and can compete with one another in Teams-Games-Tournaments (TGT) (Slavin, 2003).

Cooperative Integrated Reading and Composition (CIRC) is used in reading and writing subjects where students get together in groups and “read to one another, make predictions about how narrative stories will come out, summarize stories, write responses to stories, practice spelling, decoding, vocabulary, master main ideas, and other comprehension skills” (Slavin, 2003).

Jigsaw was developed by Professor Aronson in 1971 in Austin, Texas. The method was originally developed to create harmony in a desegregated school system, but now is used as an effective instructional strategy. Jigsaw helped the different ethnic groups develop self worth in the classroom. The system works as a jigsaw puzzle. Each student's work is required and necessary for the completion of a final product. Every student is necessary making them essential and equivalent to the entire class cultural make-up. To start the jigsaw model, a problem is divided into sections; one for each group member. Every student has access to resources to complete their part. Students with same sections/parts join forces forming a new group who will master the concepts of the section and develop a presenting strategy to pass information to the other students in the large group (Kagan, 1994).

Group Investigation is a cooperative learning method in which students work in self-made groups of two to six and are given a specific topic within the lesson that the class is learning. By using group discussion and planning, the group creates a project that they present to the entire class regarding what they discovered about their chosen topic. (Slavin, 2003). Cooperative scripting is another method in which students take turns summarizing sections of class material to one another until all of the material is covered. Studies show that when you teach a specific topic to someone else, you are more likely to understand it better and retain it for a longer amount of time than if you just simply reading about it (Slavin).

Team Accelerated Instruction (TAI) is described by Burden (2007) as a team activity in which the pupils study their own "individualized academic materials" (p. 154), grade each other's work with provided answer keys, and points are awarded by scores of the group's performance. Students are given pre test determining their initial level. Students are then placed in groups of 4 to 5 where they work at an individual pace. Students assist each other with learning content and work evaluation. TAI allows maximum time for students to spend on content therefore freeing the instructor's time to deliver direct instruction to small groups each having different academic levels. Incentives, recognition or rewards, are given weekly to teams based on their performance.

Informal groups as described by Burden (2007) are included in the cooperative learning category of the Social Interaction Model. They are "short term, often accomplished by asking students to 'turn to a neighbor' and used to clarify information, focus students on objectives, or bring about closure on a topic" (p.153). One example of this method is the think-pair-share strategy. Think-pair-share is a discussion teaching strategy that involves three stages of student interaction, developed by Frank Lymun in 1981. Think-pair-share is a structured timed discussion helping eliminating off task thinking and behavior. Students’ intellectual and social skills are developed when using these activities, by listening carefully, sharing, summarizing, and asking question.

Base groups are described by Burden (2007) as the long-term version of formal groups. They provide "routine in the classroom..., build long-term relationships and a support system that encourages academic progress" (p. 154-155).

Group Projects

Group projects or group work invites students to work as a team to think and discuss content. Groups can be formed in different sizes from a pair to whole class groups. The instructor should be very knowledgeable of objectives to maintain on task behavior. As an instructor, you should incorporate the process of working in a group as part of your content as well as assess teamwork behavior. Social skills such as listening , taking turns, supporting group members, maintaining a work station, and on task responsibility should be taught. Specific cutoff times should be given especially in long term projects. In small group format the groups can be assigned the same task or different task. So that students can experience social diversity the group dynamics should be changed during the school year. The student’s evaluations should include peer evaluations, observations, checklist, individual assessment, and final project assessment. Some examples of group projects are study groups where student review content to prepare for exams, shop or peer helpers where older students teach young students, panels and debate teams where students research a controversial issue and choose a pro/con side to defend against another group, or role playing, simulation, and game teams where student play games on content that had been taught resulting in a certificate or prize to the winning group.

Advantages and Disadvantages of Social Interaction Teaching Strategies

Social Interaction Models can be advantageous to teachers for many reasons. These models are student centered so they engage a higher level of thinking. Because the method is student centered it promotes meaningful learning. It can be beneficial to students that work well in a cooperative setting, and can be used to promote leadership, team work and problem solving skills. This strategy is most beneficial to students that work well in a cooperative environment rather than a competitive one. Some students are able to learn more efficiently and be more motivated when working together with their peers rather than by themselves. Because students work together in groups they learn to use leadership as well as problem solving skills. They also learn to work together as a team to produce a desired outcome.

Social Interaction Models have some notable disadvantages. The process of social interaction is time consuming. The focus on the process of the model may make it difficult to reach all content objectives. The process of social interaction should be taught explaining rules, responsibilities and procedures. Group dynamics may also inhibit student learning. Some students may not participate while others take on the full project. Handicaps students may find if difficult to participate. The instructor should make sure to consider their student make-up so as not to limit physical and social handicaps. Instructors must consistently monitor group behavior to maintain on task behaviors.

Social Interaction and Technology

Today's classroom is not limited to the traditional school. Technology enhanced learning and compressed video classrooms are becoming more popular as these machines make the internet and video conferencing more convenient, financially friendly, and easier to assess. Since the Social Interaction Method depends on the students to interact with one another, this is where technology comes in. Discussion boards and chat rooms are some examples that allow for the social contact of students while using technology. The teachers can then monitor students, promote on task behaviors, and help students through e-conversations. A main source of technology these days is the Internet and the unlimited amount of information we get from it. The Internet, e-mail, blogs, and any website you can think of, keeps us connected and learning without even having to come to class.

References and further reading

Burden, P. R. & Byrd, D. M. (2007). Methods for effective teaching (4th ed.). Boston: Allyn and Bacon.

Boeree, C., G. (2006). Personality Theories. Retrieved April 2, 2008, from Shippensburg University, Psychology Department Web site: http://webspace.ship.edu/cgboer/bandura.html

Dewey, J. (1897). My Pedagogic Creed. School Journal, 54, 77-80.

Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Kagan Publishing.

Shank, P. (2004). New Social Interaction Tools for Online Instruction. Retrieved April 2, 2008, from University of Colorado Web site: http://it.coe.uga.edu/itforum/paper81/paper81.html

Jones, R. (2006). Strategies for Reading Comprehension, Think-Pair-Share. Retrieved April 2, 2008, from http://www.readingquest.org/strat/tps.html

Joritz-Nakagawa, J. (2003, September 27). Spencer Kagan's Cooperative Learning Structures. Paper presented at the Tokyo Peace as a GlobaL Language Conference. Retrieved April 2, 2008, from http://www.jalt.org/pansig/PGL2/HTML/Nakagawa.htm

Slavin, R. E. (2003). Educational Psychology: Theory and Practice (7th ed.). Upper Saddle River, NJ: Prentice Hall.

See Also

Kagan Cooperative Learning - http://www.kaganonline.com/AboutKaganFrame.html

Project CRISS - http://www.projectcriss.com/

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