The Pedestal of a Socially Just World

 

As an educator in training, studying the social interactive model of teaching has empowered me with the knowledge to meet the challenges of today’s classrooms. Its pedagogical value is higher than ever before as we enter an era of diversity. The fact is that mixed cultural backgrounds, religions and races typically function as barriers between students which blocks learning. The social interactive model breaks down cultural barriers and cultivates an environment of acceptance and inclusion that is conducive to learning. By working together using different cooperative teaching methods and strategies, students can learn how to solve problems while learning about each other.

It is important to note that the social interaction model extends beyond academics by refining and developing social skills. As a graduate student earning a certificate for special education, I believe this model is vital for students with special needs. Many students with various classifications encounter difficulties with social skills therefore, by teaching them to work cooperatively, educators can help them develop skills they will need to be successful beyond the protected bubble of their school. On the other hand, I also believe that cooperative learning strategies must be diligently facilitated by the teacher primarily because they create opportunities for students to shut down and not contribute actively to the task. The cooperative strategy known as JIGSAW is one antidote to that problem. JIGSAW is method based on the concept known as positive interdependence which means that each student in a group is assigned a job or role. Every student in the group depends on the work of the others.

A strong example of the JIGSAW method at work is my own use of it. I was assigned to a base group where each group member was sent to an expert group to focus on learning a different cooperative learning concept or strategy. I was responsible for studying positive interdependence which I was then tasked with teaching to the members of my base group. JIGSAW is a metaphor representing that each group member is a piece of the puzzle. However, after experiencing the JIGSAW method for myself, I discovered it wasn’t air tight. For example, when I began working in my expert group to learn about positive interdependence, I didn’t have a role. Although my expert group had a clearly defined task, it was difficult to establish who was responsible for what part of the task. It would have been easy for a student to fail to contribute since individual accountability is lost at that stage. All students must still be engaged at some level while working with their expert groups in order to be able to teach the concept to their base groups.

The antidote for individual accountability involves Kagan strategies. One example of a Kagan strategy at work is a method called “shoulder partners.” A shoulder partner is usually two students who work next to each other on a task. One student coaches the other by keeping them on task and focused. The other student is responsible for completing a physical worksheet. Since there is a physical assignment the students must submit, I believe giving each student in a group a worksheet or task keeps everyone accountable. Without individual accountability, the positive interdependence concept simply falls apart.

In the end, the social interactive model of instruction equips students with the ability to self-educate. Although educators have used the social interactive model for decades, I believe now it is one of the most important tools teachers poses. By facilitating cooperative learning, students also learn about one another and develop respect and appreciation of all different backgrounds. If educators implement cooperative learning consistently and appropriately, it can be the foundation for a better tomorrow. 

APA Resource

Scorscone, J. (Director). (2013, November 27). Kagan strategies [Video file]. Retrieved March 14,                 2021, from https://youtu.be/t9H_pVwX-xY