THE+JIGSAW+CLASSROOM

J

A. TODAY WE ARE LEARNING WHAT A JIGSAW CLASSROOM IS ABOUT, HOW TO GO ABOUT SETTING ONE UP, AND HOW TO USE IT IN YOUR TEACHING. SINCE THE SESSION IS FULLY ONLINE, WE WILL SET UP A DIGITAL JIGSAW CLASSROOM THOUGH THE USE OF A WEBQUEST. YOU ARE REQUIRED TO WORK IN YOUR SUBJECT-AREA/TUTOR GROUPS. BY THE END OF THE ACTIVITY WE WOULD HAVE PARTICIPATED IN A VIRTUAL JIGSAW CLASS!

THE TASK IS IN SECTION "F" BELOW

= B. THE EXPERT GROUPS (in which you will research your topic): =

= = **Brennan (MR/JA)** = = = **Robert (LB)** = = **Shaminee (LB)** = = **Carmel (SH/CM)** = = **Jevaughn (RMS)** = = **Denny (RMS)** = = **Daveka (DB)** = = **Wendel (KK)** ||  || Shereeza (MR/JA) = = = Adellia (LB) = = Amrita (LB) = = Chivonne (SH/CM) = = Melinda (RMS) = = Sheena (RMS) = = Lenetta (DB) = = Khadine(DB) = = Euclid (KK) = = ||  || = = 3 = = || = =  Solana (MR/JA) = = La Toya (MR/JA) = = Reena (LB) = = Cheryl (SH/CM) = = Allison (RMS) = = Wayne (RMS) = = Narisa (DB) = = Reginald (KK) ||  || Amy (MR/JA) = = = Ceronne (MR/JA) = = Jenelle (LB) = = Fatima (SH/CM) = = Unice (SH/CM)Salina (RMS) = = Jaya (RMS) = = Patrice (DB) = = Janice (DB) The jigsaw strategy helps students to maximize their fullest potential through problem solving and collaborative team effort, it encourages classroom discussions,while each student is responsible for his/her own work. Whereas, in the jig saw strategy the introvert students and those who like to compete may take a long time to adapt to the new technique, also to avoid conflict each student must be given specific task by their group leaders. = = Charmaine (KK) = = ||   || = = 5 = = || = =  Sharda (MR/JA) Assessments can take the form of a quiz, exit cards, oral presentations etc. In jigsaw classrooms after the assessment is given there is group processing where the members of the home group discusses the scores of each member and make suggestions as to how these scores may be improved. = = Marcel (MR/JA) = = Camille (LB)Possible ways assessment can occur when using jigsaw are as traditional quizzes such as multiple choice questions or alternative assessments such as creative essays and oral presentations. = = Camille (SH/CM) = = Ryan (SH/CM) = = Shinelly (RMS) = = Rhesa (DB)The jigsaw is a group effort and students can be assessed by their participation and input in the activities as well as through a group presentation. A quiz can be given at the end of the lesson and students can be self and peer assessed. Students can also be assessed via discussions. = = Verlyn (DB) = = Edward (KK) ||  || Mary-Beth (MR/JA)
 * Group No. || First Name of Students in Expert Group ||  ||
 * 1 || =
 * 2 || =
 * 4 || =
 * 6 || = Devi (MR/JA)=

Keisha (LB)

Kizza (SH/CM) Here is a link to a You Tube video that shows what jigsaw looks like in action []

Erica (RMS)

Syandene (DB) In action, in the case of role play, the jigsaw can be done through the use of the think-pair-share strategy. The students are allowed to discuss in pairs and then eventually as a whole class. This encourages deep thinking, problem solving and critical analysis. - the teacher poses a scenario to students either on the chalkboard or projector -students are allowed to brainstorm ideas for the scenario on their own - the students form groups of 2's and discuss their ideas in the groups. - they then regroup as a class and share their responses In this way students are allowed to view the same scenario from different perspectives as each team share their ideas and opinions. They all learn from each other. Additionally, the quieter students get a chance to share their ideas in a smaller group. It also caters for speedy and efficient feedback especially in cases of misconceptions and students are encouraged to think at higher levels. Role play can also be viewed from another perspective where students take the role of either a historical figure, an author or some other character and allowed to role play based on their own perspective. The role play is broken down into specific tasks to keep students on yrack with respect to both organization and structure. Instructions must be clearly communicated so that students may also be given the opportunity to prepare outside of the classroom. As a result students are motivated to solve problems and resolve conflicts based on the character as well as provide varying perspectives where other students can explore and understand the issues http://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/interactive-classroom-activities

Nyasha (DB) A jigsaw lesson in action looks much like a unarranged box of jigsaw at the beginning of the lesson and a completed put together jigsaw at the end. The teachers must have prior knowledge of each student’s ability and this is necessary so that the child will be place in a home group with students that he is comfortable with and willingly participate in the activity with. In the home group, students peruse material of common content e.g. Poultry Production ;Chicken .Each student has a specific area in that content on which he focuses e.g. Breeds and Types of chickens, Systems of management and Embryology. Thereafter each student ventures to an expert group where he will meet with students from different home groups who had been perusing the same material as he had. In that group, the students will share what each had learnt about the same content and summarize and agree on the content they which to report to their respective home groups. The students in “Breeds and types may wish to report three breeds of chickens and identify what type of chicken they are i.e. layer, broiler or dual purpose. Others groups will do similar. The teacher now collects the information from each home group, clears up any misconceptions and shares it with the class as review since each student would have already familiarized with the material when they reformed home groups. In this way all students would now have information on each area in the poultry unit.

Angellika (KK)

Lesley-Ann (KK) ||  ||

= C. THE FINAL/REGULAR SUBJECT GROUPS (in which you will develop your lesson plan): =

Dr. Dorian Barrow (DB) Ms. Laila Boisselle (LB) Dr. Susan Herbert (SH)/Ms. Candace Mathura (CM) Mr. Kenny Kitsingh (KK) Dr. Rawatee Maharaj-Sharma (RMS) Mr. Mitra Ramroopsingh (MR)/Ms. Juliana Alexander (JA)

= D. THE TOPICS BY EXPERT GROUP: =

__//Group 1: What is Jigsaw and why is it a useful strategy?//__
post your answer here UNDER YOUR NAME. Be careful! Remember wikis can be edited (like Wikipedia) so ensure that you don't erase anyone else's entry as you make your post **Brennan (MR/JA)** Jigsaw is a cooperative learning method. A class is divided into groups of about five or six students each and each group is known as an “expert group”. There are different expert groups and each expert group has to research a particular segment of information that is part of a larger lesson. Each expert group eventually disbands and a new group is formed, the “jigsaw group” consisting of one member from each expert group. This is analogous to the pieces of a jigsaw coming together to form the completed puzzle. Each member of the expert group has a segment of researched information (jigsaw piece) that is part of the larger lesson (completed puzzle). Experts share their information with other members of the jigsaw and so eventually they all learn about the different segments related to the lesson. Students are then given an individual quiz to complete. Jigsaw encourages students to work together as a team since they depend on each other to receive all the information related to the lesson. It has been successful at reducing conflict among diverse students, reducing truancy and improving academic performance. Social Psychology Network (2015). //The Jigsaw Classroom//. Retrieved from: https://www.jigsaw.org

**Robert (LB)** **Shaminee (LB)** **Carmel (SH/CM)**

Jigsaw method is a method where students learn course content in a cooperative learning style. This type of activity encourages students’ to listen, engage and show empathy towards each other by each member having an essential role in the academic activity, group members must work in a team to accomplish the team goal and each person depends on one another. It is a useful strategy because each student is involved in the learning process and every student must interact with one another, leading them to value each other contributions. **Jevaughn (RMS)** = = **Denny (RMS)** = = **Daveka (DB)**

Jigsaw strategy is a great way to learn content; it’s a cooperative learning technique that can be used with students at any level. It consists of home and expert groups that allows for cooperation and shared responsibility within and among groups. Content material is divided into sections, each student in the “home” group is assigned a different section to research and learn. The members from all the home groups with the same content material form an “expert” group; they meet and discuss the material, what are the key points and what information will they relate to their home group. The experts then return to their home group and share their knowledge. It can be used to reduce conflict among students, improve student’s motivation and increase enjoyment in learning. It increases involvement of all students in the class since the success of the group depends on the participation of each group member.

[] = = **Wendel (KK)**
 * Schreyer Institute for Teaching Excellence, 2007, Penn State. Retrieved
 * Jigsaw classroom. Retrieved. https://www.jigsaw.org/

//__Group 2: How can jigsaw groups be set up? (i.e. how do we choose which students to group together)__//
post your answer here UNDER YOUR NAME. Be careful! Remember wikis can be edited (like Wikipedia) so ensure that you don't erase anyone else's entry as you make your post

**Shereeza (MR/JA)** = = **Adellia (LB)**The groups in the jigsaw classroom must be chosen so that students are of mixed abilities. A dominant student is usually chosen as the leader of the group. The leader ensures that participation is spread evenly throughout the group. Slower students within the group must also present material. The use of expert groups helps these slower students to better understand the material before they present to their home group. https://www.jigsaw.org/tips/

Kagan (1998) recommends teams of four students is for the Jigsaw classroom. He states that team size directly affects active partiipation. The larger the group the less likely all students will participate. He also talks about the equality principle. in the classroom the highly motivated children always participate while the less motivated almost never does. Jigsaw groups should be chosen to equalise partcicipation. Therefore the groups should have students of mixed abilities. Kagan, S. //Teams of Four Are Magic! // San Clemente, CA: Kagan Publishing. **//Kagan Online Magazine,// ** Fall 1998. [|www.KaganOnline.com]

= = **Amrita (LB)** = = **Chivonne (SH/CM)** = = **Melinda (RMS)** = = **Sheena (RMS)** = = **Lenetta (DB)** Groups ought not to be totally random but they must be well mixed. Students should be of different sexes, ethnicity and strengths (as far as possible). This of course cannot be done if the teacher does not "know" his/her students, therefore this method ought not to be used until the teacher understand their students and the dynamics of the classroom. Groups should contain approximately 5 to 6 person. One person in the group should be strong enough to be assigned the leader.Depending on the dynamics of the group this person COULD be the most mature. Although the group brainstorms together, specific persons in the group should also be given specific tasks based on ability or a skill which the teacher wants to develop e.g notetaker, or artists.

The Jigsaw Classroom (2000). Retrieved from https://www.jigsaw.org/#tips
**Khadine(DB)** = = **Euclid (KK)**As with any learning process with independence and interdependence as the goals, effective use of the jigsaw technique begins with teacher modeling. The teacher has to explain to students that they will be working in different cooperative groups to learn content: a jigsaw or home group, made up of students who have read different texts, and expert group that all reads the same text. Choosing or selecting the students for the groups is dependent on the number of students in the class and the number of 'pieces' in the puzzle. Research has shown that students can be chosen by counting the number of students and dividing into equal gruops to make grouping simple and each student is given a number in each 'home group'. Ocne the target material for each expert group is selected each expert group is given an opportunity to brainstorm part of the puzzle based on their given number while in the home group. After brainstorming, each member of the expert group returns to their home group. Once all the experts have shared their ideas the jigsaw is complete and evaluation of what was learned can be done.

http://www.dailyteachingtools.com/cooperative-learning-jigsaw.html

http://www.readwritethink.org/professional-development/strategy-guides/using-jigsaw-cooperative-learning-30599.html

//__Group 3: Draw up a list of easy to use steps as a map for a teacher who wants to use a jigsaw classroom.__//
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**Solana (MR/JA)** **__Steps for a teacher who wants to use a Jigsaw classroom__**
 * 1) Students are introduced to topic or segment of information teacher will like to perform a jigsaw class on. Guidelines should also be given as to what the jig saw class entails.
 * 2) The topic must be interesting and give meaning to students lives.
 * 3) Give students a timeframe to complete activity.
 * 4) Decide on the size of the group preferably three to five students where each group is given a topic or segment of material to research. This groups is known as the “home group”
 * 5) Divide the topic into smaller segments of material where each student is responsible for researching that aspect of topic.
 * 6) Allow persons with same segment of material from each group come together to share and develop ideas for research being done. This group is known as the “expert group”.
 * 7) Teacher can provide questions or information to guide students.
 * 8) Students from each expert group are now responsible for teaching their group members and also the class what they have learnt.
 * 9) Teacher acts as a guide or facilitator to the process.

Hänze, M., & Berger, R. (2007). "Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes". //Learning and Instruction// **17**: 29–41. [] Hedeen, T. (2003). The reverse jigsaw: A process of cooperative learning and discussion. //Teaching Sociology//, 325-332. [] Huang, T. C., Huang, Y. M., & Yu, F. Y. (2011). Cooperative Weblog Learning in Higher Education: Its Facilitating Effects on Social Interaction, Time Lag, and Cognitive Load. //Educational Technology & Society//, //14//(1), 95-106. [|http://www.ifets.info/journals/14_1/ets_14_1.pdf?origin=publication_detail#page=100]

**La Toya (MR/JA)** = = **Reena (LB)** = = **Cheryl (SH/CM)** = = **Allison (RMS)** = = **Wayne (RMS)** = = **Narisa (DB)** 1. Students are placed in an initial group (home group) 2. each student is given a specific reading comprehension 3. Each student spend a few minutes on their individual topics 4. Each student, then move to a new group....with students who had the same reading as them from other groups (expert groups) 5. each student is in an expert group. In their expert groups, members discuss this common topic they were given, maybe an additional activity to guide discussions 6. student then return back to their home group after a time, and teach what they learnt to others, and learn about the other topics each home group member had.

See diagram for clarity.

[|JIGSAW SIMPLIFIED]

https://www.dropbox.com/s/ar63v4389t50n54/2015-02-09%2012.11.39.jpg?dl=0 = = **Reginald (KK)**

//__Group 4: What are the pros and cons of using Jigsaw?__//
post your answer here UNDER YOUR NAME. Be careful! Remember wikis can be edited (like Wikipedia) so ensure that you don't erase anyone else's entry as you make your post

= = **Amy (MR/JA)** = = **Ceronne (MR/JA)** = = **Jenelle (LB)**

**Pros of Jigsaw:**Jigsaw is an efficient way to learn material, with students having an active role in learning. Student cooperation is promoted by structuring student interdependence through the learning task rather than through the grading system. In order to self-teach, students must have a deeper understanding of the material and jigsaw helps to prevent the group trend of one or a few persons completing the assignment, with others making no contribution. Benefits of using the jigsaw strategy as documented by Aronson & Patnoe (1997) include i mproved attitudes toward school (when surveyed), i ncreased self-esteem (when surveyed), improved academic achievement, improved perception of support from peers for academic efforts and lower absenteeism.

Cons of Jigsaw: These include • Jigsaw does not work well for a topic in which students are expected to know all components equally well.

• Lower-achieving students may fail to adequately convey the information to the home group • In expert groups, certain students may try to dominate.

docpd.wikispaces.com/file/view/Jigsaw.doc Aronson, E., & Patnoe, S. (1997). The jigsaw classroom. New York: Longman .

.

= = **Fatima (SH/CM)** = = Unice (SH/CM) **Pros of jigsaw method,** it allows studentsto develop holistically,through group discussion, problem solving and learning. These activities encourage cooperation as each student develops their expertise and makes important contributions to the group, and it is an efficient way to learn. **Cons of jigsaw method**.Jigsaw does not work well with topics that students must know the whole content, lower achieving students are affected by this, as information received would be difficult for them to convey to the group,certain students may try to dominate the group as they are accustom to competing,this technique would take some time for them to get adjusted to.Retrieved from: http://docpd.wikispaces.com/file/view/jigsaw.doc = = **Salina (RMS)** = = **Jaya (RMS)** = = **Patrice (DB)** = = **Janice (DB)** = = **Charmaine (KK)**

//__Group 5: What are the possible ways that assessment can occur when using Jigsaw?__//
post your answer here UNDER YOUR NAME. Be careful! Remember wikis can be edited (like Wikipedia) so ensure that you don't erase anyone else's entry as you make your post

**Sharda (MR/JA)** = = **Marcel (MR/JA)** = = **Camille (LB)** Possible ways assessment can occur when using jigsaw are as traditional quizzes such as multiple choice questions or alternative assessments such as creative essays and oral presentations which can be peered and/or teacher reviewed.

personal.cege.umn.edu/~smith/docs/NDTLCL5.doc

[]

= = **Camille (SH/CM)** = = **Ryan (SH/CM)** = = **Shinelly (RMS)** In the Jigsaw model content knowledge, group skills and the learning process can be assessed as follows: Content knowledge can be assessed through the use of traditional test, or alternative assessments such as concept maps, oral presentations or essays. Group skills can be assessed using peer and self evaluations and likert scales that test interpersonal skills. The learning process can be assessed using checklist or rubrics that are tailored to the processes being carried out. Further information can be obtained from the following website: https://www.jigsaw.org/ = = **Rhesa (DB)** = = **Verlyn (DB)** = = **Edward (KK**)

//__Group 6: What does Jigsaw look like in action? (if you choose to use a video/play, then short and sweet are the operative words here! Choose wisely!)__//
post your answer here UNDER YOUR NAME. Be careful! Remember wikis can be edited (like Wikipedia) so ensure that you don't erase anyone else's entry as you make your post

Devi (MR/JA)

Mary-Beth (MR/JA)

Keisha (LB)

A Jigsaw activity could be used to: 1. plot data, interpret graphs and use formulae and equations 2. analyze data. For example as a team, students spend time analyzing one data set in depth, learn about others in less depth from a peer, and put together a complete picture that is not clear from only one data set. Check this video for an example: https://www.youtube.com/watch?v=MpF9t-mr098

Kizza (SH/CM)

=media type="youtube" key="mtm5_w6JthA" width="560" height="315"=

Erica (RMS)

= =

Syandene (DB)

Nyasha (DB) A jigsaw lesson in action looks much like a unarranged box of jigsaw at the beginning of the lesson and a completed put together jigsaw at the end. The teachers must have prior knowledge of each student’s ability and this is necessary so that the child will be place in a home group with students that he is comfortable with and willingly participate in the activity with. In the home group, students peruse material of common content e.g. Poultry Production ;Chicken .Each student has a specific area in that content on which he focuses e.g. Breeds and Types of chickens, Systems of management and Embryology. Thereafter each student ventures to an expert group where he will meet with students from different home groups who had been perusing the same material as he had. In that group, the students will share what each had learnt about the same content and summarize and agree on the content they which to report to their respective home groups. The students in “Breeds and types may wish to report three breeds of chickens and identify what type of chicken they are i.e. layer, broiler or dual purpose. Others groups will do similar. The teacher now collects the information from each home group, clears up any misconceptions and shares it with the class as review since each student would have already familiarized with the material when they reformed home groups. In this way all students would now have information on each area in the poultry unit.

Angellika (KK)

Lesley-Ann (KK)

=E. THE REGULAR SUBJECT GROUP - LESSON PLAN - POST YOUR GROUP'S PLAN HERE UNDER YOUR TUTOR'S NAME FOR YOUR COLLEAGUES IN OTHER GROUPS TO PERUSE AND BENEFIT=

Dr. Dorian Barrow (DB) Ms. Laila Boisselle (LB) Dr. Susan Herbert (SH)/Ms. Candace Mathura (CM) Mr. Kenny Kitsingh (KK) Dr. Rawatee Maharaj-Sharma (RMS) Mr. Mitra Ramroopsingh (MR)/Ms. Juliana Alexander (JA)

= F. THE TASK (for EVERYONE) =

1. The wiki is open and should be able to be edited by you. If you are having difficulties send laila.boisselle@sta.uwi.edu an email with your email address and I will add you to the wiki so that you can make edits.

2. Answer the question relevant to your EXPERT group. Each person is responsible for posting ONE cohesive and comprehensive response within their group. The group's response will then be a collection of the responses of its members. //**Your post should add something new to what your colleagues in your group have already posted.**// You are to answer your question by sourcing __**scholarly** **material of repute**__ from the internet. Provide the URLs along with your response (Hence the name webquest!). Remember to guard against plagiarism. A simple "cut and paste" is therefore not allowed. If you need help posting, please ask.

Your answer must be comprehensive but doesn't need to be extensive. //__One or two short paragraphs per person__// will suffice.


 * // 3. EXPERT GROUPS all need to post in a timely fashion so that the other groups can peruse the material to move onto step 4 i.e. by the end of 25th January. //**

4. Return to your REGULAR SUBJECT GROUP. Use the knowledge that you learnt in your expert group to teach, and work along with the members in your subject group. Your SUBJECT group must work together to develop ONE simple, complete lesson plan (which can also be used in your portfolio). //**__Upload it here (or send laila.boisselle@sta.uwi.edu a soft copy) AND Submit a hard copy to your tutor for comment in the week of Tuesday 10th February, 2015.__**// Remember to fill in the "Reflection" section on the lesson plan form with a group reflection about participating in a jigsaw class and its benefits/disadvantages as a pedagogical strategy.