The jigsaw tool

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The jigsaw tool

  1. 1. The Jigsaw Tool By Rebecca Prentis 1120305 “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” (Aronson, 2013, pa. 1)
  2. 2. My Tool My tool the ‘jigsaw ‘, is a very established tool that has a vast historic background behind it, including great significance in the field of co operative learning. The jigsaw teaching technique was created in 1971 in Austin, Texas by a highly acclaimed professor named Elliot Aronson. However he simply invented the Jigsaw strategy to help all students get along with one another when working in the classroom no matter their differences. Therefore he developed a model of teaching practice that encouraged students to work closely alongside each other where students could also learn from one another (Aronson, 2013).
  3. 3. How I used it in my class • Firstly I divided my students into small groups, to work co-operatively on specific areas of how alcohol affects our body (these were the students expert groups). Each member of the group was given a information sheet on that particular area of the body they were assigned to research • Each group was assigned to investigate different aspects of the harmful affects of alcohol on different part’s of the body. As there were eight groups in my class the eight topics included the Heart, Lungs, Skin, Liver, Genitals, Brain, Stomach, and Muscles • Once the groups had completed their allocated reading surrounding their body part, each member of each group then dispersed throughout the class and reformed into new groups with one “expert” on each aspect present in the newly formed group. I did this my numbering students off either 1-4, or 1-3 as some groups had three members and others four. I then made it clear to students where each of the new groups were to be formed e.g. the one’s at this table, two’s at this table etc • The members of the newly formed group then taught each other about their specific part of the body and how it could be affected by alcohol. While each student was talking the other members needed to take notes or somehow grasp the new information they were learning in their ‘new’ group’s. • Everyone then returned to their home group (or expert group) and students together filled in their body diagram showing how each body part is/can be affected by alcohol, students are therefore using the knowledge they have gained from each other throughout the class to be able to appropriately fill in the diagram. However they must each complete a diagram themselves. Students were also allowed to use colour and code particular parts of the body to match the relevant information • The last step involved a class discussion about each of the body parts and how they could be affected by alcohol, everyone in the class could answer these questions and contribute as I was asking questions, but had to put their hand up
  4. 4. How it went... Step 1- Begin in home groups (expert groups) Step 2- Move around the class to new group, to learn from each other Step 3- Back to home group and sharing new information Step 4- Helping each other using notes and other new information from classmates to fill in the body diagram, showing the affects of alcohol using codes and colour Step 5- Class discussion!
  5. 5. Why I used the Jigsaw “The jigsaw strategy requires students to think through and discover (rather than simply being told) effective ways of teaching their segment of the course content to the other group members” (Bradley & Green, 2011, pa 4) Guiding website: http://www.jigsaw.org “The jigsaw strategy encourages students to become engaged in their learning. It motivates students to learn a lot of material quickly and inspires them to share information with peers” (Bradley & Green, 2011, pa 4)
  6. 6. Teaching &Learning strategies Evident throughout my Jigsaw activity were co operative learning , collaboration, and peer teaching which are all teaching and learning theories that demonstrate students working together to help and learn from one another. Collaboration is when all individuals in the group work together to achieve a common purpose, goal or problem that is not easy to achieve alone. Therefore I believe the benefits of collaboration in the Jigsaw are very positive as students are given the opportunity to bounce of each other by hearing a number of different perspectives to decide upon what the material is actually telling them, not everyone will have the same perspectives or views either. Students as a result of collaborating begin to develop a set of shared values, and agreed upon protocols which help students to work together as a group (West Burham).
  7. 7. “If I use the Jigsaw tool with 9NC Health, does it positively support learning?” • YES!! • It positively supports learning for my class 9NC as it gives each student the chance to be involved and engaged in the material. Students are taking ownership over their learning and making it meaningful for themselves • It gives opportunity for everyone to be involved, which builds confidence, self esteem and responsibility • Therefore it encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play
  8. 8. Reference Page • Aronson, E. (2013). In Jigsaw Classroom. Retrieved June 10, 2013, from http://www.jigsaw.org • Bradley, C., & Green, E. (2011). Teaching Tip of the Week: Jigsaw teaching and learning strategy. In Centre For Teaching and Learning. Retrieved June 10, 2013, from http://www2.uregina.ca/ctl/2011/03/09/teaching-tip-of-the-week-jigsaw-teaching-and-learning- strategy/ • Marsh, C. (2008). Organising classroom structures and routines. Becoming a teacher: Knowledge, skills and issues (4th ed., pp. 99-116). Frenchs Forest, NSW, Australia: Pearson • Scottish Peer Education Network . (2013). Approaches to learning. In Peer Education. Retrieved June 10, 2013, from http://www.educationscotland.gov.uk/learningteachingandassessment/approaches/peereducation/i ndex.asp • Slavin, R. (2009). Student-centred and constructivist approaches to instruction. Educational psychology: Theory and practice (9th ed., pp. 228-259). Upper Saddle River, NJ: Pearson. • West-Burnham, J. (undated). Understanding learning. Retrieved 5 January 2009 from http://edlinked.soe.waikato.ac.nz/users/jan/ELC/learning.pdf

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