Jigsaw in CoLT
•Download as PPTX, PDF•
0 likes•178 views
The jigsaw classroom is a cooperative learning technique developed in the 1970s where students work in small groups to learn different parts of a topic and then teach those parts to their peers. In the jigsaw method, students are first assigned to "expert groups" to learn different subtopics, after which they return to new "jigsaw groups" containing one expert from each subtopic to teach their knowledge to their group. This allows students to both learn and teach parts of the material, taking responsibility for their segment and sharing it with others. The process involves dividing students into groups, assigning different topic segments for them to learn, forming expert groups, and then returning to jigsaw groups to teach their segment to their peers
Report
Share
Report
Share
Recommended
Co teaching-what-is-it-and-what-is-it-not
The document discusses key elements and characteristics of co-teaching between general and special education teachers. It outlines that co-teaching involves at least two credentialed teachers who jointly deliver instruction in a shared classroom space to meet the needs of a diverse group of students. Some key models of co-teaching are described, including one teach/one drift, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of each model and how to effectively monitor students are also summarized.
Co Teaching Workshop
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
Co-Teaching Models
This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
3. core 3 unit 2 principles of teaching
This document outlines the course details and content for the Unit II of a B.Ed course titled "Learning and Teaching". The unit covers the nature of teaching including its meaning, characteristics of good teaching, views of philosophers on teaching and becoming a reflective teacher. It also covers the principles of teaching under general and psychological categories. The general principles include having definite goals and objectives, being child-centered, accommodating individual differences, linking lessons to life, correlation, active involvement, remedial teaching and planning. The psychological principles cover learning by doing, play way method, motivation, association, readiness, repetition, feedback, training senses, creativity and correlation. Maxims of teaching like proceeding from known to unknown are also listed.
Co-teaching
This document discusses co-teaching and collaborative teaching. Co-teaching involves two or more teachers sharing responsibility for a group of students. It can provide benefits like more individualized instruction and positive social models. Effective co-teaching requires collaboration between teachers and uses approaches like one teach/one observe, parallel teaching, and station teaching. Collaborative teaching builds upon co-teaching by requiring supportive relationships and modeling collaboration to enhance learning. The document also presents "Stephen Heppell's rule of three" for designing learning spaces.
Jigsaw cooperative learnings
1. The Jigsaw technique is a cooperative learning method where students are organized into groups to learn different parts of material and then teach those parts to their peers.
2. There are four main steps: dividing material among group members, forming expert groups to learn the material, returning to home groups to teach peers, and learning from one another.
3. Potential issues include dominant students, slow learners, and competitiveness. Tips are provided to address these, such as rotating discussion leaders and modifying reports in expert groups.
4. Research shows cooperative learning improves learning outcomes, motivation, and satisfaction compared to traditional teaching methods. The Jigsaw technique specifically reduces conflict and increases enjoyment.
A Guide To Co Teaching
This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
Peer tutoring
This document discusses peer tutoring and social learning. It defines peer tutoring as the process where students teach each other, which can occur between students of the same or different ages. There are two types of peer tutoring: incidental, which occurs informally, and structured, which follows a planned lesson. The document provides tips for implementing peer tutoring and lists advantages such as individualized instruction and students learning to teach others. It also explains social learning theory, which posits that people learn from observing others, and discusses how to apply social learning principles in classrooms by creating collaborative spaces for students to share ideas.
Recommended
Co teaching-what-is-it-and-what-is-it-not
The document discusses key elements and characteristics of co-teaching between general and special education teachers. It outlines that co-teaching involves at least two credentialed teachers who jointly deliver instruction in a shared classroom space to meet the needs of a diverse group of students. Some key models of co-teaching are described, including one teach/one drift, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of each model and how to effectively monitor students are also summarized.
Co Teaching Workshop
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to a diverse group of students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios and more individualized attention. Effective co-teaching requires strong communication and understanding between the teachers.
Co-Teaching Models
This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
3. core 3 unit 2 principles of teaching
This document outlines the course details and content for the Unit II of a B.Ed course titled "Learning and Teaching". The unit covers the nature of teaching including its meaning, characteristics of good teaching, views of philosophers on teaching and becoming a reflective teacher. It also covers the principles of teaching under general and psychological categories. The general principles include having definite goals and objectives, being child-centered, accommodating individual differences, linking lessons to life, correlation, active involvement, remedial teaching and planning. The psychological principles cover learning by doing, play way method, motivation, association, readiness, repetition, feedback, training senses, creativity and correlation. Maxims of teaching like proceeding from known to unknown are also listed.
Co-teaching
This document discusses co-teaching and collaborative teaching. Co-teaching involves two or more teachers sharing responsibility for a group of students. It can provide benefits like more individualized instruction and positive social models. Effective co-teaching requires collaboration between teachers and uses approaches like one teach/one observe, parallel teaching, and station teaching. Collaborative teaching builds upon co-teaching by requiring supportive relationships and modeling collaboration to enhance learning. The document also presents "Stephen Heppell's rule of three" for designing learning spaces.
Jigsaw cooperative learnings
1. The Jigsaw technique is a cooperative learning method where students are organized into groups to learn different parts of material and then teach those parts to their peers.
2. There are four main steps: dividing material among group members, forming expert groups to learn the material, returning to home groups to teach peers, and learning from one another.
3. Potential issues include dominant students, slow learners, and competitiveness. Tips are provided to address these, such as rotating discussion leaders and modifying reports in expert groups.
4. Research shows cooperative learning improves learning outcomes, motivation, and satisfaction compared to traditional teaching methods. The Jigsaw technique specifically reduces conflict and increases enjoyment.
A Guide To Co Teaching
This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
Peer tutoring
This document discusses peer tutoring and social learning. It defines peer tutoring as the process where students teach each other, which can occur between students of the same or different ages. There are two types of peer tutoring: incidental, which occurs informally, and structured, which follows a planned lesson. The document provides tips for implementing peer tutoring and lists advantages such as individualized instruction and students learning to teach others. It also explains social learning theory, which posits that people learn from observing others, and discusses how to apply social learning principles in classrooms by creating collaborative spaces for students to share ideas.
Research Proposal: Resolving Conflict Resolution among Co-Teachers
This document outlines a proposed research study on conflict resolution in co-teaching relationships. The purpose is to determine if providing in-service training on conflict resolution to co-teachers will help them have more positive attitudes and be better prepared to deal with conflicts. The training would cover co-teaching models, conflict resolution techniques, and creating shared responsibilities through a co-teaching contract. Surveys would be given before and after to measure the effectiveness of the training. The study aims to provide data on improving co-teaching relationships through conflict resolution skills.
Differentiating a Lesson Plan
This slideshow is part of the series: A Pathway to Differentiation. It is a professional growth opportunity designed for the secondary teaching staff of Shakopee Public Schools.
Research ppnt
The document discusses the advantages and disadvantages of individual work versus group work in the classroom. It summarizes research that has found students generally learn more, retain information longer, and have a more positive attitude when working in small groups compared to working individually. However, group work requires structure like assigning roles and providing feedback. The conclusion is that with proper implementation, research shows that group work is generally more effective than individual work for student learning.
Co-Teaching
Co-teaching involves two or more teachers sharing instructional responsibilities for a single group of students in the same classroom. There are several co-teaching models including one teach/one observe, station teaching, parallel teaching, and team teaching. Challenges of co-teaching include finding time to plan, establishing trust and roles between teachers, and agreeing on classroom management. However, benefits include a sense of belonging for special needs students, differentiated instruction, and support for teachers.
Problem Based Learning
This document discusses problem-based learning (PBL), which is considered a student-centered pedagogy. It defines key characteristics of PBL, including using real-world problems, relying on problems to drive the curriculum, problems being ill-structured with no single solution, and developing independent lifelong learners. Assessment in PBL focuses on self-assessment, peer assessment, and collaborative assessment. The presentation also discusses how PBL incorporates multiculturalism and individuality.
Independent Enrichment Projects
This document provides guidance for differentiating instruction through curriculum compacting by providing enrichment projects for students who have already mastered the content. It recommends designing enrichment projects based on student learner profiles and interests, addressing literacy and content standards. Projects should incorporate higher-order thinking skills based on Bloom's taxonomy and engage different learning styles like visual, auditory and kinesthetic. Teachers should define clear expectations, learning conditions, timelines and evaluation methods for differentiated enrichment projects. Research suggests this approach is more effective than traditional instruction for skills development, retention and student/teacher satisfaction.
Student centered learning
This document discusses the student-centered approach to learning. It presents several key beliefs: that students learn in different ways, learning is an active process, students are engaged when involved, and knowledge is built internally. The workshop teaches the characteristics of student-centered classes, where students do 80% of the work and teachers organize 20%. An activity checklist is provided to ensure activities include prediction, self-discovery, involvement, application of knowledge, and varied interaction patterns. Benefits of the student-centered approach for both students and teachers are outlined.
Outside class learning
This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Mixed ability classes
This document discusses challenges and strategies related to mixed ability classrooms. It addresses how mixed ability classes can affect the syllabus to be covered by frustrating students and teachers, preventing the syllabus from following a timeline suited to each student, and requiring flexibility. It also discusses how lesson plans can adopt multi-aims by assigning different objectives, activities, and tasks tailored to different student ability levels and having students work in groups to learn from each other.
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
Co teaching presentation
The document defines co-teaching as involving two or more teachers jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for using co-teaching is that it meets student needs, provides less fragmented instruction, reduces stigma, and fosters support while also expanding teacher expertise and lowering student-teacher ratios. Key factors that influence co-teaching implementation include administrative support, teacher caseloads, voluntary participation, scheduling, and problem-solving techniques.
Cooperative Learning
Cooperative learning involves organizing students into small groups so they can work together to maximize their own learning and each other's learning. It aims to provide academic and social learning experiences. Key aspects of cooperative learning include positive interdependence, individual accountability, promotive interaction, developing social skills, and group processing. Structuring learning activities in this way has benefits like increased understanding, memory, and positive self-image for students.
Peer tutoring
It discuss about what is peer teaching, history of peer teacher and why we've choosen the peer tutoring. it also explains the commom models which consisting the five main catageries as well as 10 steps to follow while organising the peer tutoring inside the school or colleges
Peer tutoring
Peer tutoring involves pairing a student with advanced knowledge of a subject, known as the tutor, with another student who needs help learning that subject, known as the learner. The tutor provides instruction and guidance to help the learner learn. Peer tutoring promotes active learning as students directly interact and reinforce their own learning by teaching others. Studies have found peer tutoring improves test scores and attitudes towards school for both tutors and learners in a cost-effective way compared to other methods of instruction.
Individualized instruction in regular classroom
Individualized instruction focuses on meeting the unique needs of each student. It was pioneered by Fred Keller in 1964 through his Personalized System of Instruction. Individualized instruction allows students to learn at their own pace through differentiated content, technology use, and teaching methods tailored to each student's abilities. In a classroom, individualized instruction can be achieved through multisensory teaching, scaffolding lessons, engaging student interests, and independent or choice-based assignments. The approach aims to effectively educate all students, including those with special needs.
Problem Based Learning (PBL)
PBL is a learning approach centered around solving real-world problems. It originated in medical schools in Canada in the late 1960s and spread to other medical schools. Key characteristics include using open-ended, complex problems with no single right answer to drive student learning. Students work in small groups to self-direct their learning, while teachers facilitate the process. Benefits include increased self-direction, skill development, and teamwork, though it requires more time, costs, workload, and training than traditional methods.
Approaches in learning
This document discusses different approaches to teaching and learning, including behaviorism, constructivism, teacher-centered approaches, and learner-centered approaches. Behaviorism views learning as stimulus-response connections and emphasizes conditioning, while constructivism sees learning as knowledge construction through experience and interaction with the environment. Teacher-centered approaches focus on the teacher as instructor and controller of content, whereas learner-centered approaches place the learner at the center and see the teacher's role as facilitating learning. The document provides advantages of learner-centered approaches over teacher-centered ones.
Jigsow Method
The jigsaw technique is a teaching method invented by Elliot Aronson in 1971 where students are divided into groups and each student is assigned a subtopic to learn. Students then join "expert" groups with students from other home groups learning the same subtopic. After researching their subtopic, students return to their home groups to teach their peers what they have learned. The benefits of this technique include that the teacher is not the sole provider of knowledge, it is an efficient way for students to learn, and it promotes accountability and interaction among peers during the learning process.
Learning in and out of
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Collaborative Versus Cooperative Learning
Collaborative Versus Cooperative LearningEscola EB 2,3 D. António da Costa - Agrupamento de Escolas Emídio Navarro - Almada
The document discusses the differences between cooperative and collaborative learning. It states that cooperative learning involves structuring social interactions through steps defined by the teacher, with the goal of completing a specific task or product. Collaborative learning gives students more control over processes and outcomes, emphasizes consensus building, and respects individual contributions. Both are based on constructivist learning theory and involve active participation, but collaborative learning is less teacher-directed and gives students greater responsibility for their learning.Elementos de un PC
Este documento lista los componentes y precios de un PC, incluyendo un procesador Intel Core i5-4460 de 3.2 GHz, una placa base Asus H81M-P PLUS, una memoria RAM G.Skill Aegis DDR3 de 4GB, una fuente de alimentación Tacens Mars Gaming MPII de 650W, un disco duro Seagate Barracuda de 1TB, una torre Owlotech EVO USB 3.0, un monitor Acer V196HQLAb LED de 18.5 pulgadas, un teclado y ratón Logitech, y el sistema
Conectores
Este documento describe diferentes tipos de conectores utilizados para transmitir audio, video y datos entre dispositivos electrónicos. Explica conectores como Firewire, DVI, HDMI, RGB/VGA, puerto paralelo, PS/2, RCA, S-video, jack, RJ45, USB, SCART, BNC, RJ11 y cables de módem nulo; e indica sus usos comunes para transmitir señales de audio, video y datos de forma analógica y digital.
More Related Content
What's hot
Research Proposal: Resolving Conflict Resolution among Co-Teachers
This document outlines a proposed research study on conflict resolution in co-teaching relationships. The purpose is to determine if providing in-service training on conflict resolution to co-teachers will help them have more positive attitudes and be better prepared to deal with conflicts. The training would cover co-teaching models, conflict resolution techniques, and creating shared responsibilities through a co-teaching contract. Surveys would be given before and after to measure the effectiveness of the training. The study aims to provide data on improving co-teaching relationships through conflict resolution skills.
Differentiating a Lesson Plan
This slideshow is part of the series: A Pathway to Differentiation. It is a professional growth opportunity designed for the secondary teaching staff of Shakopee Public Schools.
Research ppnt
The document discusses the advantages and disadvantages of individual work versus group work in the classroom. It summarizes research that has found students generally learn more, retain information longer, and have a more positive attitude when working in small groups compared to working individually. However, group work requires structure like assigning roles and providing feedback. The conclusion is that with proper implementation, research shows that group work is generally more effective than individual work for student learning.
Co-Teaching
Co-teaching involves two or more teachers sharing instructional responsibilities for a single group of students in the same classroom. There are several co-teaching models including one teach/one observe, station teaching, parallel teaching, and team teaching. Challenges of co-teaching include finding time to plan, establishing trust and roles between teachers, and agreeing on classroom management. However, benefits include a sense of belonging for special needs students, differentiated instruction, and support for teachers.
Problem Based Learning
This document discusses problem-based learning (PBL), which is considered a student-centered pedagogy. It defines key characteristics of PBL, including using real-world problems, relying on problems to drive the curriculum, problems being ill-structured with no single solution, and developing independent lifelong learners. Assessment in PBL focuses on self-assessment, peer assessment, and collaborative assessment. The presentation also discusses how PBL incorporates multiculturalism and individuality.
Independent Enrichment Projects
This document provides guidance for differentiating instruction through curriculum compacting by providing enrichment projects for students who have already mastered the content. It recommends designing enrichment projects based on student learner profiles and interests, addressing literacy and content standards. Projects should incorporate higher-order thinking skills based on Bloom's taxonomy and engage different learning styles like visual, auditory and kinesthetic. Teachers should define clear expectations, learning conditions, timelines and evaluation methods for differentiated enrichment projects. Research suggests this approach is more effective than traditional instruction for skills development, retention and student/teacher satisfaction.
Student centered learning
This document discusses the student-centered approach to learning. It presents several key beliefs: that students learn in different ways, learning is an active process, students are engaged when involved, and knowledge is built internally. The workshop teaches the characteristics of student-centered classes, where students do 80% of the work and teachers organize 20%. An activity checklist is provided to ensure activities include prediction, self-discovery, involvement, application of knowledge, and varied interaction patterns. Benefits of the student-centered approach for both students and teachers are outlined.
Outside class learning
This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Mixed ability classes
This document discusses challenges and strategies related to mixed ability classrooms. It addresses how mixed ability classes can affect the syllabus to be covered by frustrating students and teachers, preventing the syllabus from following a timeline suited to each student, and requiring flexibility. It also discusses how lesson plans can adopt multi-aims by assigning different objectives, activities, and tasks tailored to different student ability levels and having students work in groups to learn from each other.
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
Co teaching presentation
The document defines co-teaching as involving two or more teachers jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for using co-teaching is that it meets student needs, provides less fragmented instruction, reduces stigma, and fosters support while also expanding teacher expertise and lowering student-teacher ratios. Key factors that influence co-teaching implementation include administrative support, teacher caseloads, voluntary participation, scheduling, and problem-solving techniques.
Cooperative Learning
Cooperative learning involves organizing students into small groups so they can work together to maximize their own learning and each other's learning. It aims to provide academic and social learning experiences. Key aspects of cooperative learning include positive interdependence, individual accountability, promotive interaction, developing social skills, and group processing. Structuring learning activities in this way has benefits like increased understanding, memory, and positive self-image for students.
Peer tutoring
It discuss about what is peer teaching, history of peer teacher and why we've choosen the peer tutoring. it also explains the commom models which consisting the five main catageries as well as 10 steps to follow while organising the peer tutoring inside the school or colleges
Peer tutoring
Peer tutoring involves pairing a student with advanced knowledge of a subject, known as the tutor, with another student who needs help learning that subject, known as the learner. The tutor provides instruction and guidance to help the learner learn. Peer tutoring promotes active learning as students directly interact and reinforce their own learning by teaching others. Studies have found peer tutoring improves test scores and attitudes towards school for both tutors and learners in a cost-effective way compared to other methods of instruction.
Individualized instruction in regular classroom
Individualized instruction focuses on meeting the unique needs of each student. It was pioneered by Fred Keller in 1964 through his Personalized System of Instruction. Individualized instruction allows students to learn at their own pace through differentiated content, technology use, and teaching methods tailored to each student's abilities. In a classroom, individualized instruction can be achieved through multisensory teaching, scaffolding lessons, engaging student interests, and independent or choice-based assignments. The approach aims to effectively educate all students, including those with special needs.
Problem Based Learning (PBL)
PBL is a learning approach centered around solving real-world problems. It originated in medical schools in Canada in the late 1960s and spread to other medical schools. Key characteristics include using open-ended, complex problems with no single right answer to drive student learning. Students work in small groups to self-direct their learning, while teachers facilitate the process. Benefits include increased self-direction, skill development, and teamwork, though it requires more time, costs, workload, and training than traditional methods.
Approaches in learning
This document discusses different approaches to teaching and learning, including behaviorism, constructivism, teacher-centered approaches, and learner-centered approaches. Behaviorism views learning as stimulus-response connections and emphasizes conditioning, while constructivism sees learning as knowledge construction through experience and interaction with the environment. Teacher-centered approaches focus on the teacher as instructor and controller of content, whereas learner-centered approaches place the learner at the center and see the teacher's role as facilitating learning. The document provides advantages of learner-centered approaches over teacher-centered ones.
Jigsow Method
The jigsaw technique is a teaching method invented by Elliot Aronson in 1971 where students are divided into groups and each student is assigned a subtopic to learn. Students then join "expert" groups with students from other home groups learning the same subtopic. After researching their subtopic, students return to their home groups to teach their peers what they have learned. The benefits of this technique include that the teacher is not the sole provider of knowledge, it is an efficient way for students to learn, and it promotes accountability and interaction among peers during the learning process.
Learning in and out of
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Collaborative Versus Cooperative Learning
Collaborative Versus Cooperative LearningEscola EB 2,3 D. António da Costa - Agrupamento de Escolas Emídio Navarro - Almada
The document discusses the differences between cooperative and collaborative learning. It states that cooperative learning involves structuring social interactions through steps defined by the teacher, with the goal of completing a specific task or product. Collaborative learning gives students more control over processes and outcomes, emphasizes consensus building, and respects individual contributions. Both are based on constructivist learning theory and involve active participation, but collaborative learning is less teacher-directed and gives students greater responsibility for their learning.What's hot (20)
Research Proposal: Resolving Conflict Resolution among Co-Teachers
Research Proposal: Resolving Conflict Resolution among Co-Teachers
Viewers also liked
Elementos de un PC
Este documento lista los componentes y precios de un PC, incluyendo un procesador Intel Core i5-4460 de 3.2 GHz, una placa base Asus H81M-P PLUS, una memoria RAM G.Skill Aegis DDR3 de 4GB, una fuente de alimentación Tacens Mars Gaming MPII de 650W, un disco duro Seagate Barracuda de 1TB, una torre Owlotech EVO USB 3.0, un monitor Acer V196HQLAb LED de 18.5 pulgadas, un teclado y ratón Logitech, y el sistema
Conectores
Este documento describe diferentes tipos de conectores utilizados para transmitir audio, video y datos entre dispositivos electrónicos. Explica conectores como Firewire, DVI, HDMI, RGB/VGA, puerto paralelo, PS/2, RCA, S-video, jack, RJ45, USB, SCART, BNC, RJ11 y cables de módem nulo; e indica sus usos comunes para transmitir señales de audio, video y datos de forma analógica y digital.
GPS
GPS Presentation for pilots. Covers basics of GPS such as principles of operation and considerations to keep in mind when using this type of technology for IFR navigation.
Top 3 cheap drones 2016
Top 3 cheap drones 2016
An unmanned aerial vehicle (UAV), commonly known as a drone, as an unmanned aircraft system (UAS), or by several other names, is an aircraft without a human pilot aboard. The flight of UAVs may operate with various degrees of autonomy: either under remote control by a human operator, or fully or intermittently autonomously, by onboard computers.[1]
Compared to manned aircraft, UAVs are often preferred for missions that are too "dull, dirty or dangerous"[2] for humans. They originated mostly in military applications, although their use is expanding in commercial, scientific, recreational, agricultural, and other applications,[3] such as policing and surveillance, aerial photography, agriculture and drone racing. Civilian drones now vastly outnumber military drones, with estimates of over a million sold by 2015.
Cultura y cultura organizacional
La cultura se refiere a las costumbres, tradiciones y conocimientos de una población, mientras que la cultura organizacional son las normas y valores compartidos dentro de una empresa. La cultura incluye aspectos como la religión, lenguaje y comida de un grupo, mientras que la cultura organizacional se enfoca en la misión, visión, objetivos y procedimientos administrativos de una organización.
Macronutriendes (hidratos de carbono y lípidos)
Los carbohidratos son moléculas que cumplen funciones energéticas estructurales en los seres vivos. Se clasifican en simples como la glucosa y complejos como el almidón. Proveen la principal fuente de energía para el cuerpo especialmente para el cerebro y sistema nervioso. Los lípidos también son importantes constituyentes de la alimentación que proveen energía y cumplen funciones de reserva, estructurales y de transporte.
Amit sharma
- The document provides a summary of Amit Sharma's work experience and qualifications.
- Sharma has over 6 years of experience in optical fiber cable laying and trenching/ducting work.
- He has a Bachelors degree in journalism and mass communication and an MBA in operations.
- Currently he works as an Assistant Manager for training and quality audit at A 2 Z Group in Gurgaon.
Business homework help
This document provides information about purchasing help with business homework assignments from the website www.finishedexams.com. It lists homework and exam solutions for the entire BUS 308 course, including discussion questions, quizzes, problem sets, papers, and final exams for each week. The solutions are for immediate access without registration and are rated highly. It also provides pricing for individual assignments or bundles of assignments from the course.
Viewers also liked (10)
FIZIČKA AKTIVNOST U PREVENCIJI I UNAPREĐENJU ZDRAVLJA
FIZIČKA AKTIVNOST U PREVENCIJI I UNAPREĐENJU ZDRAVLJA
Similar to Jigsaw in CoLT
4_59292586720341tbhjytjghgjghv55801.pptx
The jigsaw method is a cooperative learning strategy where students are assigned subcategories of a larger topic to become experts on. They then teach their piece to other students to build a complete understanding of the full topic. It promotes collaboration, communication skills, and deeper learning as students take ownership of their subcategory. Examples provided demonstrate how it can be implemented with individual students, groups, or within groups, with assessment at the end to ensure all students comprehend the entire lesson.
Ma17 report-integrative modes of teaching
The jigsaw method is a cooperative learning strategy where students are assigned subtopics to become experts on. They then teach their subtopic to other students to form a complete understanding of the overall topic. It promotes deeper learning, collaboration, and discussion. Numbered heads together assigns students to groups and numbers. The teacher calls a number and that student from each group answers the question to promote individual and group accountability. Both strategies encourage peer teaching and support collaborative learning.
Jigsaw team Project
The jigsaw technique was developed in 1971 to reduce racial tensions in desegregated schools. It encourages cooperation by assigning each student a part of a topic to become an "expert" in. Students then teach their parts to classmates in "expert groups" before returning to original groups. Benefits include improved learning, attitudes, self-esteem, and achievement. It works best for topics that can be divided into parts where each student teaches others. Potential downsides include some students dominating discussions or not learning all aspects equally.
Abila
This document discusses techniques for cooperative and collaborative learning, including jigsaw technique, circle learning, and think-pair-share. It defines cooperative learning as students working in small teams with mixed abilities to improve understanding of a subject. Collaborative learning involves groups working together to solve problems or create products, with learning occurring through discussion. Examples of steps for each technique are provided, along with advantages like developing higher-level thinking and communication skills. The conclusion states that while cooperative and collaborative learning are sometimes used interchangeably, they both support discovery-based learning through group work and skills.
Starting your lesson with talk
The document provides descriptions and outcomes of various discussion techniques that can be used to start lessons with talk. Some key techniques described include think-pair-share, which allows students to think individually and then discuss in pairs before sharing with the class, and jigsawing, where students are assigned aspects of a topic to research and then return to their groups to teach their expertise. Starting lessons with talk engages students, allows settling time, and taps into higher-order thinking from the beginning of class.
32 teaching strategies in math
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
32 teaching strategies in math
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
32 teaching strategies in math
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, how cooperative learning differs from collaborative learning, and examples of implementing the Jigsaw Method and Think-Pair-Share in a classroom.
Active learning
This document discusses active learning and peer teaching strategies among students. Active learning requires students to be fully engaged in thinking, discussing, investigating, and creating. The peer teaching strategy places the responsibility of teaching on all class members by dividing them into subgroups and having each subgroup teach their assigned topic to other students using methods other than lectures, like visual aids and examples. The goals are to improve students' skills in explaining material and understanding others' comprehension. Benefits include students learning independence, comfort sharing issues, non-lecture teaching styles, and helping less able peers, while drawbacks can be unclear presentations and unprepared answers from some students.
Creating An Atmosphere Of Achievement[1]
Cooperative learning is a teaching method where students work in groups on structured learning activities. It provides opportunities for students to practice language and content through group interaction. Benefits include additional practice with academic English, incorporating prior knowledge, and allowing students to become more independent learners. The jigsaw technique is a specific cooperative learning strategy where students are assigned different pieces of information and must collaborate to combine their knowledge.
Jigsaw
The document discusses the Jigsaw strategy for cooperative learning. With Jigsaw, students are broken into groups where each member becomes an expert on a different subtopic related to an overall topic. Experts then meet with students from other groups who are studying the same subtopic. They return to their original groups and teach their topic to help build comprehension and encourage collaboration. The strategy allows each student to play a vital role and contributes their unique piece to the overall understanding, like a jigsaw puzzle. The document then outlines the 9 easy steps to implementing Jigsaw in the classroom and provides examples of possible topics.
GROUP 3 REPORTING IN TEACHING MULTIGRADE IN ELEMENTARY PPT.pptx
In a multigrade classroom, teachers must be flexible and use various teaching strategies to address the wide range of student ages and abilities, such as grouping students, individualized instruction, independent study, team teaching, group projects, and peer tutoring. Effective strategies for multigrade classrooms include whole class teaching, group teaching, and self-directed learning. Common methods used are lecture-recitation, small group work, independent study, paired and peer tutoring, and direct instruction. Teachers must individualize instruction to meet student needs through diagnostic assessment, grouping, and independent study with teacher support and feedback.
Tef lppt
The document discusses several cooperative learning techniques that can be used in the classroom: Jigsaw, Numbered Heads Together (NHT), Think Pair Share (TPS), Stay Stray, and Round Robin. Jigsaw involves students becoming experts on different topics and teaching their groupmates. NHT promotes discussion and individual/group accountability through direct instruction and practice. Think Pair Share has students discuss a topic in pairs before sharing with the class. Stay Stray allows groups to share results while working individually. Round Robin gives all group members equal time to present their views on a topic.
Activity files new for P.S.E
The document discusses active learning techniques that can be used in the classroom. It begins by defining active learning as involving students in the learning process through varied activities rather than solely relying on lectures. Some examples of active learning activities provided include effective questioning, collaborative learning through small group discussions, debates to promote critical thinking, games and simulations, and having students take turns teaching each other. The document notes that active learning applies across disciplines and class sizes. It highlights advantages such as making learning more effective, interesting, and leading to long-term memorization, while also acknowledging some potential disadvantages like activities being time-consuming or disruptive.
EXPLICIT-INSTRUCTION-NTOT-Grade-5.ppt
The document outlines an agenda for a training on explicit instruction for teachers. The objectives are to recognize the importance of explicit instruction, identify the components of an explicit teaching framework, and appreciate how explicit instruction can develop concepts in vocabulary, oral language, language structure, and reading comprehension. It then provides examples of activities and strategies to actively engage students, such as think-pair-share, and outlines the key elements and principles of explicit instruction including modeling, scaffolding, and ensuring students have high levels of success.
Cooperative Language Learning Approach
The document discusses cooperative language learning, which uses group work to promote language acquisition. It aims to provide natural practice opportunities through pair and group activities. Key elements include positive interdependence, individual accountability, and social skills. Common activities involve groups practicing from shared materials, "jigsaw" activities where students teach each other different content, and cooperative projects where students research topics in groups. Effective group formation considers size, composition, and defining roles for students.
Jigsaw
Jigsaw is a cooperative learning strategy where students are assigned different aspects of a topic to become "experts" on. They then teach their topic to their home group. The purpose is to develop teamwork, responsibility, and a deeper understanding than learning individually. To implement jigsaw, topics are divided among expert groups who then teach their home groups. Assessment ensures all students mastered the material. Cooperative learning similarly aims to develop academic and social skills through heterogeneous groups working interdependently to achieve goals. Various roles foster accountability while social skills and group processing are emphasized.
Online assignment
cooperative learning and collaborative learning( think pair- share, jigsaw classroom, the learning circle)
Online assignment
This document discusses various cooperative and collaborative learning techniques. It describes think-pair-share, where students individually think about a question, discuss their answers with a partner, and share with the class. The jigsaw technique divides a lesson into parts and assigns one part to each student to teach peers. Collaborative learning involves groups working together on a project through different stages from forming to performing. The learning circle is a highly interactive structure where students build and share knowledge through open dialogue and reflection to achieve a shared outcome. These techniques increase student engagement and help develop social skills.
Online assignment
The document discusses cooperative learning, providing details on:
1. Types of cooperative learning including formal, informal, and base group learning. Formal involves structured groups working on tasks, while informal uses temporary discussion pairs.
2. Techniques for cooperative learning like jigsaw, think-pair-share, and reciprocal teaching that involve student interaction and teaching each other.
3. Elements that define cooperative learning including positive interdependence, individual accountability, promotive interaction, and developing social skills. Research shows cooperative learning improves learning outcomes and skills compared to traditional methods.
Similar to Jigsaw in CoLT (20)
GROUP 3 REPORTING IN TEACHING MULTIGRADE IN ELEMENTARY PPT.pptx
GROUP 3 REPORTING IN TEACHING MULTIGRADE IN ELEMENTARY PPT.pptx
Recently uploaded
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneLifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Recently uploaded (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Jigsaw in CoLT
- 1. JIGSAW in CoLT Method Written by :Sarifudin Hidayat
- 2. JIGSAW’SStory The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.
- 3. What isJIGSAW TeachingMethod? Students work in small groups to develop knowledge about a given topic and to formulate effective ways of teaching it to others. these “expert” groups then break up, and students move to new “jigsaw” groups, each group consisting of students who have developed expertise in different subtopics. Jigsaw is helpful in motivating students to accept responsibility for learning something well enough to teach it to their peers. It also gives each student a chance to be in the spotlight. When students assume the role of teacher, they lead the discussion, so even students who are reticent to speak in class must take on leadership roles. This CoLT is also an efficient strategy for extending the breadth, depth and scope of learning because students learn and teach multiple topics simultaneously during the same classs sessions.
- 4. How JIGSAWWorks ? 1. Divide students into 5 – or 6 – person Jigsaw group 2. Appoint one student from each group as the leader 3. Divide the part’s lesson/topic based on amount of member’s group 4. Assign each student to learn one segment 5. Give students time to read over their segment at least twice and become familiar with it 6. Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment 7. Bring the students back into their jigsaw groups 8. Ask each student to present her or his segment to the group 9. Float from group to group, observing the process 10. Give a quiz on the material