I think homeschooling does have a place in our current schooling system, and yes, students learn through socialization and interaction with others. Sometimes parents will try to protect their children from a particularly difficult group of children by teaching them at home, but how do these children learn how to deal with difficult people or personality types later in life without these types of experiences? One could also argue that this isn't a fair statement as sometimes students are pulled from school as there are concerns for their safety. This is a very valid action and if I were a parent, I would try to help and protect my child in any way possible. However, certain families choose to homeschool their children to protect them in others ways; for example, from curriculum information that may be contrary to or not in the view of their religious or cultural beliefs. Again, how will these children learn to cope with this information as it is comes to light later in life? Currently, I have two students who were homeschooled in the US before moving here. The child has informed me on several occasions that she cannot read certain materials in class because of certain words being used or the message portrayed is against her beliefs. Interestingly, now that she is at an international school, her homelife viewing and reading contradicts the previous statement (Twilight). She is learning how to cope and act in the real world regardless of the message propagated in mind from previous experience.

On the other side of the debate, many article tout the benefits of children being homeschooled. Many universities in fact admit homeschooled childrent to their programs as they find these students to be more goal oriented and ready to commit to higher learning. Also, homeschooling parents will scoff at the idea that their children are missing out on learning because they are not in a social environment. In fact, due to the cut of many arts and athletics programs in North America from the curriculum, homeschooled children are receiving the same education and even, perhaps, better because their parents can foster the arts, music, and athletics through private programs within the time of the school day. It is an interesting part of the debate that has many possible arguments, but in recent experience, homeschooled children may lose many valuable social experiences through formal schooling that can lead to further learning and growth.

(2009, 04). Do Home-Schooled Kids Lack Social Skills?. StudyMode.com. Retrieved 04, 2009, from http://www.studymode.com/essays/Do-Home-Schooled-Kids-Lack-Social-Skills-203321.html

You could then argue "do we learn to breathe?" The brain is a fascinating, and yes, children do learn from modeled behaviours; however, here, these human behaviours are inherent. I am not sure that they fit in this argument even though I find this point interesting and noteworthy.

I also agree with what Cara has stated here. I appreciated the example of both social and un-social memorization activities which can be determined as authentic or not. In my post, I also explored the idea of social learning through rote memorization which happens through repetition. Learning through memorization can be an important step to other learning. It depends how it used and how students may link or internalize the information. This leads to another debate on rigor and developing rigor rich activities in unit planning.

However, even though much of learning is definitely social, it does occur in other ways and manners without interaction with others.

All learning does not require social interaction. I think of my friend who learns by simply exploring an engine and its parts or dismantling a clock to see how it works. Many people discover and learn without the aid of books, information, or social interaction with others. They simply learn from doing. Even if this behaviour has been modeled in the past, the actions of the learner individually still constitute learning growth through self discovery.

"The Reason I Jump" written by Naoki Higashida shows consistent examples of how he, an autistic child, can learn, create and develop mainly through the desire to communicate with his family and others. Because of people's reactions to his condition and behaviours, he was inhibited and could not communicate in a normal manner as words flitted away as soon as thought were formed. He successfully wrote a novel to identify and clarify his thoughts, actions, and feelings as an autistic child for others to gain an understanding of his condition. As he tried to be like other children, his condition took him further away. After working toward a goal, he was able to learn how to communicate with others through a specially created text and alphabet grid. Granted, he did have to work with teachers and family to really develop the alphabet, but in the end it was his desire to be heard and understood that drove him to work and try.

Some students I currently teach do opt out of collaborating on group projects because they feeling that they work better in an individual setting where distractions are less. However, many others thrive and are less intimidated to try when they are working with others. "If you jump, I'll jump." Socially, students are more willing to be risk takers, and personally, I have jumped because of the encouragement of others which has led to great learning experiences. In contrast, I have learned many things by exploring topics on my own or by taking a journey on "the road less traveled by". Self discovery has make all the difference. Even though learning is and can be social, it also can occur without.

When we examine learning theories, Vygotsky’s Theory of Cognitive Development states that “social interaction plays a fundamental role in the development of cognition” (Kearsley 1994). Most teachers can clearly state this as factual considering that when students are engaged in activities within a supportive learning environment, growth can be identified and monitored. From earliest memories, children learn through social interactions, whether it is modeled behaviours, media influences, peer connections or simple storytelling actions. These actions help children to grow developmentally especially in concern to their cognitive behaviours. Vygotsky also stated that by using these tools or modes, children then further develop their social emotional behaviours.

Many of us still recite “Sesame Street” advertisements learning our numbers or alphabet. Although this is a repetitive rote action, I would argue that it was a story being told in some way, shape, or form that we internalized over time. Reading the same book to children over and over causes the same memory and learning. Here, children are attracted to the repetitive nature of information and are using their mental tools. Vygotsky states that after children master the mental tools, they are able to demonstrate learning and make better useful connections to the information displaying growth.

Similarly, JoAnn Deak who studies brain development has noted that “Every interaction a child has, during the course of a day, influences the adult that child will become.” (Deakgroup.com). She argues that our interactions with students are imprinted in their minds easily especially when the contact is not positive. A student may never remember the lesson, but will remember your interaction with them on a particular day. Learning then becomes memories of social interactions. Working with your students in a positive manner, even in difficult situations, help them to create learning pathways. In addition, activities like Brain Gym, Heart Math, and Visual Thinking exercises help students to restart and engage brain function firing up the dendrites making connections between the neurons. Girls are more willing to put themselves out there in a group setting as they care what others think and therefore will produce work and go farther. Boys also benefit from social interaction activities and cooperative learning. Learning absolutely is social and is crucial for brain development.

JoAnn Deak, ph.D - The Benefits of Cooperative Learning

“Let's talk about cooperative learning. It's often recommended to schools and to teachers as being highly beneficial to girls. It is. What it means is, that I don't sit in isolation working on something, I work with at least one other person. Means I work in cooperation with other people. It seems to help girls handle difficult tasks because they tend to take more risks and try harder if they are working with others. Part of that having to do with females caring more for others. So, if I am working with you, I not only have to think about if I'm doing a good job; I want to do a good job for you, too. We can argue the "why?" but the is of it is, that girls seem to enjoy it more and go farther, if there is enough cooperative learning. Not all, they need to do a lot by themselves, too. It's also good for boys. Even though it doesn't come naturally for them, it helps them to work with other people; how to tune into what the other person needs. Even though it shows, great quick, results for girls; over time, it helps boys and is good for them too” (The Benefits of Cooperative Learning - JoAnn Deak, 2013).

Kearsley G. (1994). Explorations in learning and Instruction: The Theory into Practice Database. Http://www.gwu.edu/

http://www.deakgroup.com/our-educators/joann-deak-phd/

http://www.kidsinthehouse.com/expert/parenting-advice-from-joann-deak-phd#page=/video/benefit-cooperative-learning-environments