Jigsaw Classroom Science Assignment
Jigsaw is a differentiated Instructional strategy that can be adapted for use at all levels. We shall adapt this strategy to a discussion thread. Some students at all levels can get confused with this until they actually go through it in person. Once you have it down, it will be your “go to” strategy. A lot of work goes into the planning, but once you have it, Jigsaw will forever be a part of your instructional methodology.
This is only an example: When reading the handout, think of a topic such as types of organs in an “Organ System” as an introduction to: Grade-Four Life Science, L.4.1.1 or L.4.1.3. You could provide material and information for 5 human organs relating to one of the body’s organ systems. You would split the class into say 5 groups of 5 students each. Each group member would have information on a different organ in that organ system. After 5-10 min, they jigsaw into “expert” groups. Each of the new expert groups only has information about one particular organ each. The students share and compare information you provided or they researched on laptop of other digital device. Then 5-10 min later they jigsaw back to original groups……………You read the rest on the attachment.
1. In your initial post, BRIEFLY describe how you would employ the Jigsaw strategy.
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Use whatever resources at your disposal (Youtube, online textbooks, etc..).
The Jigsaw Classroom in 10 Easy Steps
http://www.jigsaw.org/steps.htm[6/14/2011 5:41:12 PM]
Overview of the Technique
History of the Jigsaw Classroom
Jigsaw in 10 Easy Steps
Tips on Implementation
Books and Articles Related to the Jigsaw Technique
Chapter 1 of Aronson’s Book “Nobody Left to Hate: Teaching Compassion After Columbine”
Links on Cooperative Learning and School Violence
About Elliot Aronson and This Web Site
Jigsaw in 10 Easy Steps
The jigsaw classrom is very simple to use. If you’re a teacher, just follow these steps:
1. Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
2. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.
3. Divide the day’s lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin’s death.
4. Assign each student to learn one segment, making sure students have direct access only to their own segment.
5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
6. Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
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The Jigsaw Classroom in 10 Easy Steps
http://www.jigsaw.org/steps.htm[6/14/2011 5:41:12 PM]
