1 / 26

Jigsaw

Jigsaw. Bringing Students Together. History. Social psychology – Kurt Lewin, Morton Deutsch Gordon Allport – how to promote integration Three factors Common goal Equal status Official sanction. How Jigsaw Was Invented (one version).

donald
Download Presentation

Jigsaw

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Jigsaw Bringing Students Together

  2. History • Social psychology – Kurt Lewin, Morton Deutsch • Gordon Allport – how to promote integration • Three factors • Common goal • Equal status • Official sanction

  3. How Jigsaw Was Invented (one version) • Social psychologist Elliot Aronson and colleagues invited to help integrate the integrated schools of Austin, TX • Ss of different races were in the same school but didn’t interact • Jigsaw was designed to address this • See www.jigsaw.org

  4. Basic Jigsaw (not the official version) • Heterogeneous groups of 4 – Home Teams • Each S receives & reads a different piece of information – pieces can be color-coded or numbered to avoid confusion • Ss leave Home Team and form Expert Teams with Ss who have the same piece • Experts learn and prepare to teach their pieces • In Home Teams, Ss take turns to teach • Individual quiz on all the pieces

  5. Tips on Using Jigsaw (some may be contradictory) • Make sure each piece can be understood on its own • One person per group who facilitates discussion • This – and any other roles - should rotate • Keep Expert Teams to 4 or less Ss

  6. Moving into Expert Teams • Plan where Expert Teams will sit so movement creates minimal disruption • Divide room into sections – Expert Teams form within their section • One section of class moves at a time, instead of the whole class moving at once • Ss raise fingers to indicate which number expert they are – this helps them find others with same number • Experts have a designated amount of time, e.g., 10 seconds, to form their groups

  7. Help Experts Succeed • Control difficulty of reading material • Circulate among groups • Provide at least one relatively strong S to each group • Give guide questions • Provide graphic organizers, such as outlines and diagrams • Ss focus on key points not on memorizing

  8. SUMMER • Formerly known as MURDER • Hythecker, V.I., Dansereau, D.F. and Rocklin, T.R. (1988) An analysis of the processes influencing the structured dyadic learning environment, Educational Psychologist 23: 23-37. • Done in pairs using a text that has been divided into sections • Helps Experts learn their pieces

  9. S = Set the mood = a bit of chit-chat before starting • U = Understand by reading the section silently = each S reads the section alone • M = Mention the Main ideas = one S summarizes without looking at the page • M = Monitor the summary = partner checks for accuracy – roles rotate for next section

  10. E = Elaborate • connected ideas and experience • applications • questions: don’t understand & want to know more • additions to what is presented • agreements and disagreements • reactions • R = Review = A summary of the entire text

  11. Why SUMMER • Ss focus on main ideas • They connect these main ideas to what is already in their minds • Increased comprehension and retention when SUMMER is used • Ss continue to use the SUMMER script even when reading alone

  12. Experts Prepare to Teach • Teaching, not reading or showing • Rehearsal to each other; one S in charge of checking everyone is ready • Experts take turns to do part of the presentation

  13. Graphics, etc. used – Remember Multiple Intelligences • Ss write up presentation for T to check • If more than 1 Expert group for the same piece, Experts can practice teaching members from the other Expert group with the same piece

  14. Teaching the Home Team Members • Can use Multiple Intelligences • Other Home group members ask questions, add information, connect to their own pieces • Presenter can also ask questions to check comprehension or to go beyond comprehension • Others thank their ‘teacher’

  15. The Last Step • Provides a reason for listening to experts • Incorporates all 4 pieces • Can be a task, rather than quiz, e.g., mind map • Ss shouldn’t do the part of the task for which they were expert, but can check that part

  16. Rationale for Jigsaw • Common goal • Equal status • Official sanction for cooperation • Resource, goal, role positive interdependence • Individual accountability • Equal opportunity to participate • Maximum peer interaction

  17. Variations on Jigsaw(just some) • Jigsaw II • Stay Home Jigsaw • BYOP Jigsaw • Teaching Pairs Jigsaw • Workstation Jigsaw • Expert Pairs Jigsaw

  18. Jigsaw II • Everyone has all pieces, but are experts in only one • Cons • Less positive interdependence • Pros • No worry about pieces being understandable on their own • Less worry if experts teach poorly

  19. Stay Home Jigsaw • Ss don’t go to Expert Teams • Pros • Less movement • Helps familiarize Ss with Jigsaw • Cons • No help for experts, so pieces must be fairly easy

  20. BYOP Jigsaw (Bring Your Own Piece) • Ss do research to find their own info, rather than receiving from T • Pros • Ss practice research • S ownership increases • Cons • What if Ss don’t/can’t do the necessary research?

  21. Teaching Pairs Jigsaw • Home Teams are also Expert Teams • They prepare to teach other Home Teams • Two members of each Home Team go to another Home Team with different piece • When the two return, the ones who remain teach them what they missed • Repeats until every team has learned all pieces

  22. Workstation Jigsaw • Instead of information coming from reading material, Ss go to a workstation • They get their information there by • Listening to a CD • Watching a VCD • Doing an experiment or other task

  23. Expert Pairs Jigsaw • Experts first work in pairs • Two pairs of experts try to reach consensus on meaning and key points • Back to single pairs to rehearse B4 teaching • Teach Home Teams

  24. Con – Less help for experts • Pros • Promotes Equal Opportunity to Participate, Individual Accountability, and Maximum Peer Interactin • Less proficient Ss get individual help

  25. Troubleshooting with Jigsaw • Uneven group size • Add extra Ss to one or two Home Teams – those teams have two people doing a particular piece • Missing experts • Their group listens in when an expert with the same number presents in another group • T presents that piece to that group

  26. More Troubleshooting • Very weak Ss • Use Jigsaw II • Assign someone to help that S, i.e., two Ss per piece • One of the four pieces is easier than the others • Others?

More Related