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Jigsaw PowerPoint Presentation

Jigsaw

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Jigsaw

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  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?