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The Jigsaw Classroom: Overview of the Technique

The Jigsaw Classroom: Overview of the Technique
Overview of the Technique The jigsaw classroom is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective. Here is how it works: The students in a history class, for example, are divided into small groups of five or six students each. Eventually each student will come back to her or his jigsaw group and will try to present a well-organized report to the group. To increase the chances that each report will be accurate, the students doing the research do not immediately take it back to their jigsaw group. Once each presenter is up to speed, the jigsaw groups reconvene in their initial heterogeneous configuration. Related:  Retention frameworks & toolsinstruction

Peer-Led Team Learning Developed Pratibha Varma-Nelson, Indiana University Purdue University Indianapolis What is Peer-Led Team Learning? The Peer-Led Team Learning (PLTL) Workshops generally supplement the lecture. PLTL can be used in a course with any size enrollment. Why Use Peer-Led Team Learning? PLTL increases student engagement, motivation and performance. Workshop leaders themselves reap significant ongoing benefits from their roles. Gafney, L. and Varma-Nelson, P. (2008) Peer-Led Team Learning: Evaluation, Dissemination and Institutionalization of a College level Initiative, Dordrecht, The Netherlands, Springer. Peer-Led Team Learning offers a number of educational opportunities: Being a student in an introductory course, especially in a large section, can be an impersonal, intimidating, and frustrating experience. (Project Kaleidoscope, 2007) How to Implement Peer-Led Team Learning in your courses? Resources

The Standards Ohio PTA Common Core State Standards Initiative (CCSSI) Committee National PTA (NPTA) announced in December 2009 a three year campaign to mobilize parents to advance the Common Core State Standards Initiative (CCSSI) along with other key education reforms. NPTA will build on PTA’s rich history advocating for education, health and child welfare reforms while complementing PTA’s current Public Policy Agenda. In 2009, Florida, Georgia, New Jersey, and North Carolina were the first states to receive funding and support to develop state-level CCSSI campaigns. NPTA selected the Ohio PTA along with Minnesota, Mississippi, and Washington to participate in the second wave of the Common Core State Standards Campaign in May 2010. Members of the OPTA CCSSI committee flew to Minneapolis and received training on the CCSSI and grassroots advocacy. Ohio PTA will work on this initiative throughout the coming year and will be reaching out to all of its members as we work on this exciting initiative.

Jigsaws Developed by Barbara Tewksbury, Hamilton College "When efforts are structured cooperatively, there is considerable evidence that students will exert more effort to achieve - learn more, use higher-level reasoning strategies more frequently, build more complete and complex conceptual structures, and retain information learned more accurately" (Johnson and Johnson, 1999, Making Cooperative Learning Work). Over the years, the jigsaw technique has been the most popular cooperative learning strategy among faculty who have participated in On the Cutting Edge Course Design workshops. What are jigsaws? In a jigsaw, the class is divided into several teams, with each team preparing separate but related assignments. Learn more about jigsaws Why use jigsaws? The jigsaw is an effective way of engaging students both with course material and with each other. Learn more about why jigsaws are effective How to use jigsaws Learn more about how to design effective jigsaws See the Jijgsaw FAQs Examples of jigsaws

Your Pursuit History, Thinking Processes and Communication, Level 5 This multi domain task and other presented in this section were developed by teachers for teachers. Students individually create a board game based on Trivial Pursuit (TM) in order to test the historical knowledge of an audience of Year 7 or Year 8 students. Design Guidelines Design question 1: Is the purpose of the task assessment FOR, AS or OF learning? Purpose Primary purpose: Assessment OF learning Reflection While the primary purpose of the task is assessment of learning, this task will also provide me with information about student knowledge, understanding and skills which will enable me to re-shape my learning and teaching program either for the class as a whole or for groups within the class. I have also built in a small self-assessment element which will allow for assessment as learning. Design question 2: Which domains, dimensions, standards and levels did the learning and teaching program focus on? Communication – Presenting

PLTL Community Topic:Instructional Design Instructional Design (also called Instructional Systems Design (ISD)) is the practice of creating instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.[1] The goal of this learning experience is to develop the skills needed to design instructional material. The content is organized according to the ADDIE model of Analysis, Design, Development, Implementation, and Evaluation. The sequence of activities for instructional design may also be described as identifying instructional needs, identifying instructional goals, designing instruction and assessment, implementing and assessing the design, and then revising goals, design, and implementation as necessary: Introduction[edit] Instructional Design Phases[edit] Instructional Design Lessons[edit] See Also[edit] References[edit]

'Academically Adrift' The e5 Instructional Model <div class='noindex'>You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page.</div> Turn on more accessible mode Skip Ribbon Commands Skip to main content Emergency Closures Teacher Support Resources The e5 Instructional Model The e5 Instructional Model was launched in 2009. r 18 months, it is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. 1. Develops shared normsDetermines readiness for learningEstablishes learning goalsDevelops metacognitive capacity 2. Prompts inquiryStructures inquiryMaintains session momentum 3. Presents new contentDevelops language and literacyStrengthens connections 4. Facilitates substantive conversationCultivates higher order thinkingMonitors progress 5. Assesses performance against standardsFacilitates student self assessment Disclaimer

MIST: Treisman's Model Model Overview: Collaborative learning: Faculty sponsorship: Additional Uri Treisman Links: Model Overview: In the late 1970's and early 1980's, graduate student Uri Treisman at the University of California, Berkeley, was working on the problem of high failure rates of minority students in undergraduate calculus courses. According to Treisman (1985), the African-American calculus students at Berkeley "were valedictorians and leaders of church youth groups, individuals who were the pride of their communities. ... Treisman's mathematics workshop recruited mostly African-American and Latino students having relatively high SAT Mathematics scores or intending to major in a mathematics-based field or both. the focus on helping minority students to excel at the University, rather than merely to avoid failure; the emphasis on collaborative learning and the use of small-group teaching methods; and the faculty sponsorship, which has both nourished the program and enabled it to survive.

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