09.11.06
RDP Statement of Initial Interests
To say I have had a variety of educational experiences in from elementary through high school is an understatement. I went to seven different schools in that period primarily because I was put in different academic programs. One of these programs specialized in teaching math, science and technology and it tried to create an environment that had elements more like a workplace than a traditional school setting. Specifically where a normal program has a day that is segmented into separate unrelated blocks this program tried to be more interdisciplinary where information learned in one class applied and was needed for another. Also, teachers encouraged sharing information by letting us discuss ideas amongst ourselves and assigning many group projects instead following a path focusing more on individual and competitive learning. I’m currently teaching a class and it is obvious to me that when we are doing group activities or discussions that my students are much more engaged in the material than they otherwise would be doing straight book activities and lecture.
Cooperative learning seems to be getting slightly more mainstream than previously competitive learning is still the primary if not only practice in most areas. Recently there has been a great deal of research in cooperative learning relating to technology and using technology to enhance and facilitate cooperative learning specifically in web based and audio/video technologies. This vein of research will change as technologies evolve. Studies in group dynamics and context will also lead to interesting research. The differences between formal groups (those set up and guided by someone like a teacher) and more informal ones (those that are formed by the people in them) will likely change as studies continue. Teachers and researchers will try to maximize the utility gained from formal groups while informal groups will likely be similar to those in the past since they are formed naturally.
Cooperative learning could certainly be related to motivation in various ways, including but not limited to student’s motivations to cooperatively learn, student’s motivations to learn in general, or different social motivations. Cooperative learning might have affects on attention or development of student interest. Student self-efficacy and classroom context might have effects on cooperative learning by changing group dynamics among other things.
