Examples Of Social Interaction

Social Interaction According to Piaget and Vygotsky (1896-1934) learners are able to do group activities. They wish to work with groups rather than being alone. Social interaction is the process by which we act and react to those around us. In a nutshell, social interaction includes those acts people perform toward each other and the responses they give in return. Having a quick conversation with a friend seems relatively trivial.

Collaborative Learning According to Johnson & Johnson (1993) collaborative learning requires working together toward a common purpose. This type of learning has been called by different names: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer

Pupils interact with each other in the same group to acquire and practice the elements of a subject matter in order to solve a problem, complete a task or achieve a goal. Prior to World War II theorist such as All port, Watson, Shaw and Mead began establishing cooperative learning theory after the discovery that group work was more effective and efficient in quantity, quality and overall productivity when compared to working alone. It wasn’t until 1937 when researchers May and Deutsh found that people who cooperate and work together to accomplish shared goals were more successful in attaining outcome, than those who strive

Motivational theory by Abraham Maslow in 1943 is that human beings are motivated by unsatisfied needs and that convinced lower factors needs can be satisfied. Collaborative Learning by Johnson& Johnson, 1993, p.9) says that this use instructional use of small groups so that students work together to make the most of their own and each other’s learning. A major factor that influences pupil academic performance is the idea that they can achieve. Eggen, Jacobsen, Kauchak (2006) note that teachers assist the internalization process and they do effectively learning activities that encourage a positive, academic and cognitive self-concept.

Maria Montessori (1965) says that children learn best when the environment supports their natural longing to acquire skills and knowledge. She also states that a constructivist or “discovery” model where pupils learn concepts from working with materials, rather than by direct instruction.

Theory of