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M4A3: Presentation of Best Practice JIGSAW INSTRUCTIONAL INTERACTIVE STRATEGY

M4A3: Presentation of Best Practice JIGSAW INSTRUCTIONAL INTERACTIVE STRATEGY. Agenda. Jigsaw - What is it Jigsaw - What is its purpose Benefits of Jigsaw How it works Pulling it all together Roles for Instructor and Student Assessment and Evaluation Limitations if any.

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M4A3: Presentation of Best Practice JIGSAW INSTRUCTIONAL INTERACTIVE STRATEGY

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  1. M4A3: Presentation of Best PracticeJIGSAW INSTRUCTIONAL INTERACTIVE STRATEGY

  2. Agenda • Jigsaw - What is it • Jigsaw - What is its purpose • Benefits of Jigsaw • How it works • Pulling it all together • Roles for Instructor and Student • Assessment and Evaluation • Limitations if any

  3. JIGSAW - What is it? • Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members. • Like a Jigsaw each piece--each student's part--is essential for the completion and full understanding of the final product. 

  4. Jigsaw - What is its purpose? • The purpose of Jigsaw is to develop teamwork and cooperative learning skills within all students. It helps develop a depth of knowledge not possible if the students were to try and learn all of the material on their own.

  5. Benefits of Jigsaw • Promotes collaborative group work • Fosters inclusion • Develops speaking and learning skills • Motivates students to learn something well enough to teach it to their own peers

  6. How it works • Works best if there is at least 4-6 per group (home group) • Give all the students a number 1-4 based on # of students in class and groups used. • Form home groups (A,B,C,D) • Form expert Groups (1-4) • 1. Each student receives a portion of the materials to be introduced;2. Students leave their "home" groups and meet in "expert" groups; 3. Expert groups discuss the material and brainstorm ways in which to present their understandings to the other members of their “home” group; 4. The experts return to their “home” groups to teach their portion of the materials and to learn from the other members of their “home” group

  7. Roles for Student • Need to research the given topic • ‘Learner Driven’ assignment • The better the students know the material the better the outcome of learning Roles for Instructor • Make sure that the subject given to groups are concise and dividable • Observe as students are becoming ‘experts’

  8. Assessment/Evaluation • Assess students' degree of mastery of all the material. • Reward the groups whose members all reach the preset criterion of excellence or give bonus points on their individual scores if this criteria is met. • Students will need to evaluate themselves on how well their group did in the jigsaw (e.g., active listening, checking each other for understanding, and encouraging each other) and set goals for further interaction

  9. Limitations if Any? • Topic should be concise and dividable • Students may need extra time to learn their expert areas • ‘Peer teaching’ should be promoted so if someone is shy or eager • S tudent absentee could effect learning of home/expert groups

  10. Sources • Instructional Strategies Online, http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/ • Barkley Elizabeth (2010). Student Engagement Techniques. United States: Jossey – Bass.

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