Cooperative Learning Methods -- Jigsaw

 

Course Description:

This course builds on the effective characteristics learned in the previous day and applies them to the practice called Jigsaw. Participants will learn the difference between Jigsaw I and Jigsaw II. Participants will be expected to deliver a Jigsaw lesson from the curriculum and get feedback on that lesson.

Learner Outcomes:

• Given a Direct Teaching sequence, participants will be able to complete a written assessment about the necessary elements of a Jigsaw with 80 percent accuracy
• Given a Direct Teaching sequence, participants will be able to complete a written assessment about how to integrate a Jigsaw with a STAD activity with 80 percent accuracy
• Given a Direct Teaching sequence, participants will be able to complete a written assessment about origins of Jigsaw and how it has evolved since the 1970s with 80 percent accuracy

Readings:

Holliday, Dwight C. Jigsaw IV: Using Student/Teacher Concerns to Improve Jigsaw III.

Assessment Component:

You will be asked to complete three significant products in the course of this workshop. First, you must write a three to four paragraph reflection identifying the historical background of the Jigsaw method, its origins, and how it has evolved since the 1970s Second, you will be asked to write a list of bullet points or a table that outlines the requisite elements needed to execute a full Jigsaw. This may not be a recitation of the Jigsaw observation template. Students must identify with the necessary elements of a Jigsaw and how the method can and should be used in their particular department or discipline. Third, students will be evaluated on the presentation of their practice lesson.

Reflection on origins and the evolution of the Jigsaw method	30 points
Table, spreadsheet, or outline of necessary elements of Jigsaw and its specific application to presenter’s department or discipline.	30 points
Practice Lesson Presentation	40 points

Overview of Activities:

Day 1
9 - 10:30 a.m.	Intro/origins of Jigsaw method.
10:45 a.m.	Break
11 a.m.	Writing Exercise – 3-4 paragraph reflection on origins of Jigsaw
12 p.m.	Lunch
1 p.m.	How to use Jigsaw at Brewster – Students participate in expert groups
2 p.m.	Prep Time – students receive lessons they will be asked to present on day 2
3 p.m.	Wrap Up. Roundtable discussion answering questions and offering feedback
Day 2
9 a.m.	Presentation #1
10 a.m.	Presentation #2
11 a.m.	Presentation #3
12 p.m.	Lunch
1 p.m.	Presentation #4
2 p.m.	Presentation #5
3 p.m.	Presentation #6