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• W211744554 abstract "The Impact of Social Interaction on Student LearningToday s have taken to social networking like fish to water; yet, from our perspectives, is little social interaction taking place in many of today s classrooms from kindergarten through college. The model of discourse in most classrooms is a one-way communication from teacher to students. For example, first thing one kindergartener said to his mother after his first day of school was: All do is talk, talk, talk. He said same thing after his first day of high school and his first day of college. His observations are not uncommon. As early as 1984, Goodlad wrote the data from our observations in more than 1,000 classrooms support popular image of a teacher standing in front of a class imparting knowledge to a of (p. 105). Smith wrote in 1998 that talk 90% of time in classrooms. Frey, Fisher, and Allen (2009) observed that students are expected to sit hour after hour, taking notes, and answering occasional question with little interaction with peers (p. 70).The concept of doing all of talking in classrooms is in direct contrast to philosophy that is primarily a social activity (Dewey, 1963; Lindeman, 1926) and idea that person who is doing is person doing (Hurst, 1998). Teachers expend a lot of energy preparing lectures. They must read various texts and synthesize information, pick out most important points and organize them in a cohesive manner, write lecture notes, and then deliver information to who sit passively often thinking of everything but what teacher is saying. Who is doing all of in this process? The teacher. The teacher is one reading, writing, thinking, speaking, and therefore, one who is learning. Vacca and Vacca (2002) contend that we need to shift the burden of from teachers' shoulders to (p. 7). Wilkinson, Soter, and Murphy (2010) agree there needs to be a gradual release of responsibility for control of discussion from teacher to (p. 156). Probst (2007) states, it's student who should be doing most of work (p. 43).One way for to shoulder responsibility for is for them to be readers, writers, speakers, listeners, and thinkers in classroom through active engagement in social interaction with others (Alvermann & Phelps, 2005; Vacca, Vacca, & Mraz, 2011). For purpose of this study, we define social interaction as meaningful dialogue among learners. Socially interactive learners are engaged learners (Vacca et al., 2011). Routman (2005) contends students learn more when they are able to talk to one another and be actively involved (p. 207). In short, social interaction is vital to process.Years ago, Goodman (1986) stressed that reading, writing, listening, and speaking should be kept whole (as in whole language) instead of teaching each one separately. He promoted that reading, writing, listening, and speaking should be incorporated into everything do throughout day. Because reading, writing, and social interaction are part of everyday life in real world, it does not make sense for classrooms to be social interaction-free zones where teacher talks while listen. Gee (2001) contends reading and writing cannot be separated from speaking, listening, and interacting, on one hand, or using language to think about and act on world, on other (p. 714).Kasten (1997) found it amusing that of another era spent so much time keeping their classes quiet and then wondered why so many were terrified of occasional oral reports and even continued into adulthood to be uncomfortable speaking to a group (p. 100). She stated teachers and principals of past who worked hard to keep children quiet (myself included) did not know how critical social interaction and collaboration are in learning (p. …" @default.
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• W211744554 date "2013-09-01" @default.
• W211744554 modified "2023-09-24" @default.
• W211744554 title "The Impact of Social Interaction on Student Learning." @default.
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