ONLINE ASSIGNMENT

1. ASSIGNMENT
 MODERN INSTRUCTIONAL APPROACHES/TECHNIQUE FOR
COOPERATIVE AND COLLABORATIVE LEARNING-JIGSAW
TECHNIQUE, CIRCLE LEARNING, CONCEPT MAPPING,THINK –PAIR
SHARE
SUBMITTED TO,
Mrs. RADHA
SUBMITTED BY
GAYATHRY S KUMAR
SUBMITTED ON
23/06/2014
SERIAL
NO
CONTENT PAGE
NO

2. 1 INTRODUCTION 4
2 JIGSAW TECHNIQUE 5-8
3 CIRCLE LEARNING 9-13
4 CONCEPT MAPPING 13-16
5 THINK-PAIR SHARE 16-18
6 CONCLUSION 19
7 REFERENCES 20

3. INTRODUCTION
The revision and development of curriculum together
with modern instructional strategies implies an
intention to ensure a progressive change in
education. The motivation for this change has not
been pedagogic but social and political as well .The
curriculum can then be understood as representation
corresponds to the prognostic character of
curriculum.
According to Hohmann particular
importance is attached to the formation of learning
sequence, which not only describe the course of
individual lesson by setting out learning steps, but
also include interconnections of various teaching
units. It result in the individual application of
curriculum concept. In modern instructional strategy
the curriculum can be consider as unification of aims,
subject matter and controls of learning .But along
with these motivation elements, it can also comprise
the procedures of an aid to learning as well as media
of learning.

4. JIGSAW
The jigsaw technique was first developed in
the early 1970s by Elliot Aronson and his students at
the University of Texas and the University of California.
Since then, hundreds of schools have used the jigsaw
classroom with great success
The jigsaw classroom is a cooperative learning
technique with a three-decade track record of
successfully reducing racial conflict and increasing
positive educational outcomes. Just as in a jigsaw
puzzle, each piece--each student's part--is essential for
the completion and full understanding of the final
product. If each student's part is essential, then each
student is essential; and that is precisely what makes
this strategy so effective.
The benefit of the jigsaw classroom
First and foremost, it is a remarkably efficient way to learn
the material. But even more important, the jigsaw process
encourages listening, engagement, and empathy by giving
each member of the group an essential part to play in the
academic activity. Group members must work together as a
team to accomplish a common goal; each person depends on

5. all the others. No student can succeed completely unless
everyone works well together as a team. This "cooperation
by design" facilitates interaction among all students in the
class, leading them to value each other as contributors to
their common task.
Jigsaw in 10 Easy Steps
The jigsaw classrom is very simple to use. If
you're a teacher, just follow these steps:
1.Divide students into 5- or 6-person jigsaw
groups. The groups should be diverse in
terms of gender, ethnicity, race, and ability.
2.Appoint one student from each group as the
leader. Initially, this person should be the
most mature student in the group.
3.Divide the day's lesson into 5-6 segments.
For example, if you want history students to
learn about Eleanor Roosevelt, you might
divide a short biography of her into stand-alone
segments on: (1) Her childhood, (2)
Her family life with Franklin and their
children, (3) Her life after Franklin contracted
polio, (4) Her work in the White House as
First Lady, and (5) Her life and work after
Franklin's death.

6. 4.Assign each student to learn one segment,
making sure students have direct access only
to their own segment.
5.Give students time to read over their
segment at least twice and become familiar
with it. There is no need for them to
memorize it.
6.Form temporary "expert groups" by having
one student from each jigsaw group join
other students assigned to the same
segment. Give students in these expert
groups time to discuss the main points of
their segment and to rehearse the
presentations they will make to their jigsaw
group.
7.Bring the students back into their jigsaw
groups.
8.Ask each student to present her or his
segment to the group. Encourage others in
the group to ask questions for clarification.
9.Float from group to group, observing the
process. If any group is having trouble (e.g.,
a member is dominating or disruptive), make
an appropriate intervention. Eventually, it's
best for the group leader to handle this task.
Leaders can be trained by whispering an
instruction on how to intervene, until the
leader gets the hang of it.

7. 10. At the end of the session, give a quiz on
the material so that students quickly come to
realize that these sessions are not just fun
and games but really count.

8. CIRCLE LEARNING
The use of a circle as both the organizational
structure and descriptive metaphor for a meeting of
equals is likely to have been a part of our history for
as long as fire has. The learning circle is a
mechanism for organizing and honouring the
collective wisdom of the group and is present in
many indigenous cultures. For example, in early
native councils of elders came together to
understand problems in a spirit of shared
community in “wisdom circles.” The term Learning
Circle has been used to describe group efforts with
clear links to social change. Over time and across
countries, civic organizations, neighbourhood
communities, trade unions, churches and social
justice groups have used the idea of learning circles
to empower their members to make choices and
take action. The web can help locate the many
ways both present and past those groups have
used the term Study circle or Learning Circle as a
form of adult and student education. For example,
Educators for Community Engagement, find that
learning circles—with their principles of equal
participation, reciprocity, and honouring of collective
wisdom -embody the democratic principles of
effective service-learning partnerships. They use
learning circles, rather than more traditional forms
of group meetings, to structure their annual
conferences. Primary teachers use a simple form of

9. learning circles when they gather the students at
the rug for "circle time." However many educators
are using learning circles to connect students from
around the world. Among the goals of this activity
are helping students to develop the trust and
respect for diversity of experience, and fostering
both listening and speaking skills among peers.
Researchers have used learning circles as a form of
professional development to improve their practice.
A similar term, "Quality circle" was used in the 80's
to characterize the successful practice in corporate
settings in which the hierarchical boundaries
between workers and managers are flattened to
encourage participatory management and team
leadership. Quality circles originally associated with
Japanese management and manufacturing
techniques developed in Japan after World War II,
based on lectures of W. Edwards Deming (Joel &
Ross, 1982). The goal was to encourage everyone
to develop a strong sense of ownership over the
process and products of the group.
The Four Steps
The four steps in the Learning Circle are Reflection,
Learning, Planning, and Action, and are followed one
after another, over and over. It is possible to begin an
endeavour with any of the four steps. The diagram
below shows the Learning Circle Model:
 Reflection - The Reflection step is a pause in our
activities where we gather data, impressions, history,
stories, and any other observations about what we
have done. In order to do this effectively, we must

10. develop and exercise the capacity for Detachment –
detachment from preconceived notions.
 Learning - In the Learning step we carefully examine
the observations made in the Reflection step and
"discover" new insights, skills, relationships,
structures, failures or any other conceptual changes.
We search for the principles involved in our work. In
order to do this effectively, we must develop and
exercise the capacity of Search – search for the
underlying principles.
 Planning - In the Planning Step we apply the
conceptual understandings we have developed. We
use these newly discovered principles to
systematically to create a plan of action. We should
directly reflect in our planning each insight or principle
we have learned. In order to do this step effectively,
we must develop and exercise the capacity for Love –
love for the act of learning.
 Action - In the Action Step, as an individual, team, or
organization we carry out the plans we have created.
We do our work. In order to do this effectively, we
must have Courage – courage to plunge into the
unknown.
The Four Capacities
Each of the four capacities in the Learning Circle are
prerequisites for taking the next step. At the same time,
as we exercise these capacities through the use of the
Learning Circle, we develop these capacities within
ourselves, in our teams and in our organizations. Our
inner conditions and capabilities have an effect on our
environment which in turn then has an effect on us. By

11. going through the Learning Circle, we use and develop
these four capacities:
 Detachment- The capacity for Detachment supports
the Reflection step. Detachment is openness.
Detachment means that we set aside our ego and
objectively look at the evidence including facts, events
and feelings.
 Search- The capacity for Search supports the
Learning step. Search includes consultation, wisdom,
discernment, judgement, and search for solutions.
 Love of the Work - The capacity for Love of the
learning supports the Planning step. Love creates
openness to Guidance. Love engenders vision,
passion, and a sense of purpose.
 Courage -The capacity for Courage supports the
Action step. Courage encompasses conscious choice,
volition, willingness, and desire to act even in the face
of uncertainty.
 Guidance - Central to the effectiveness of the
Learning Circle is Guidance.

12. CONCEPT MAPPING
A concept map is a way of representing relationships
between ideas, images, or words in the same way that
a diagram represents the grammar of a sentence, a road
map represents the locations of highways and towns,
and a circuit diagram represents the workings of an
electrical appliance. In a concept map, each word or
phrase connects to another, and links back to the
original idea, word, or phrase. Concept maps are a way
to develop logical thinking and study skills by revealing
connections and helping students see how individual
ideas form a larger whole.
Concept maps were developed to enhance meaningful
learning in the sciences. A well-made concept map
grows within a context frame defined by an explicit
"focus question", while a mind map often has only
branches radiating out from a central picture. Some
research evidence suggests that the brain stores
knowledge as productions (situation-response
conditionals) that act on declarative memory content,
which is also referred to as chunks or
propositions. Because concept maps are constructed to
reflect organization of the declarative memory system,
they facilitate sense-making and meaningful learning on
the part of individuals who make concept maps and
those who use them.
The technique of concept mapping was developed
by Joseph D. Novak and his research team at Cornell
University in the 1970s as a means of representing
the emerging science knowledge of students. It has
subsequently been used as a tool to increase

13. meaningful learning in the sciences and other
subjects as well as to represent the expert knowledge
of individuals and teams in education, government
and business. Concept maps have their origin in the
learning movement called constructivism. In
particular, constructivists hold that learners actively
construct knowledge.
Use
Concept maps are used to stimulate the generation of
ideas, and are believed to aid creativity. Concept
mapping is also sometimes used for brain-storming.
Although they are often personalized and idiosyncratic,
concept maps can be used to communicate complex
ideas.
Formalized concept maps are used in software design,
where a common usage is Unified Modelling
Language diagramming amongst similar conventions
and development methodologies.

14. Concept mapping can also be seen as a first step
in ontology-building, and can also be used flexibly to
represent formal argument.
Concept maps are widely used in education and
business.] Uses include:
 Note taking and summarizing gleaning key concepts,
their relationships and hierarchy from documents and
source materials
 New knowledge creation: e.g., transforming tacit
knowledge into an organizational resource, mapping
team knowledge
 Institutional knowledge preservation (retention), e.g.,
eliciting and mapping expert knowledge of employees
prior to retirement
 Collaborative knowledge modelling and the transfer of
expert knowledge
 Facilitating the creation of shared vision and shared
understanding within a team or organization
 Instructional design: concept maps used
as Ausubelian "advance organizers" that provide an
initial conceptual frame for subsequent information
and learning.
 Training: concept maps used
as Ausubelian "advanced organizers" to represent the
training context and its relationship to their jobs, to the
organization's strategic objectives, to training goals.
 Business Concept Mapping used as part of business
analysis activities.
 Increasing meaningful learning for example through
writing activities where concept maps automatically
generated from an essay are shown to the writer.
 Communicating complex ideas and arguments

15.  Examining the symmetry of complex ideas and
arguments and associated terminology
 Detailing the entire structure of an idea, train of
thought, or line of argument (with the specific goal of
exposing faults, errors, or gaps in one's own
reasoning) for the scrutiny of others.
 Enhancing metacognition (learning to learn, and
thinking about knowledge)
 Improving language ability
 Knowledge Elicitation
 Assessing learner understanding of learning
objectives, concepts, and the relationship among
those concepts
 Lexicon development
THIN K- PAIR SHRE
Think-Pair-Share is a strategy designed to
provide students with "food for thought" on a
given topics enabling them to formulate
individual ideas and share these ideas with
another student. It is a learning strategy
developed by Lyman and associates to encourage
student classroom participation. Rather than
using a basic recitation method in which a
teacher poses a question and one student offers
a response, Think-Pair-Share encourages a high
degree of pupil response and can help keep
students on task.
Its purpose

16.  Providing "think time" increases quality of
student responses.
 Students become actively involved in
thinking about the concepts presented in the
lesson.
 Research tells us that we need time to
mentally "chew over" new ideas in order to
store them in memory. When teachers
present too much information all at once,
much of that information is lost. If we give
students time to "think-pair-share"
throughout the lesson, more of the critical
information is retained.
 When students talk over new ideas, they are
forced to make sense of those new ideas in
terms of their prior knowledge. Their
misunderstandings about the topic are often
revealed (and resolved) during this
discussion stage.
 Students are more willing to participate since
they don't feel the peer pressure involved in
responding in front of the whole class.
 Think-Pair-Share is easy to use on the spur
of the moment.
 Easy to use in large classes.
Uses for think, pair, share
Note check, Vocabulary review, Quiz review,
Reading check, Concept review, Lecture check,
Outline, Discussion questions, Partner reading,
Topic development, Agree/Disagree,

17. Brainstorming, Simulations, Current events
opinion, Conceding to the opposition,
Summarize, Develop an opinion
CONCLUSION
Organising pupil into groups for particular
learning experience has been evident in many years .A
heterogeneous group of students working together on

18. project is a valuable technique. Everyone is the group
can experience varying degree of success .The
interaction and those planned by teachers .A
cooperative learning strategy require establishing of
working groups and organising and implementing
usable procedure for the students to follow ,while at the
same time allowing the student input. This demands
great deal of projecting, anticipating students need and
making accommodations. Once the group begin to
function , the role of the teacher is largely that of a
facilitator, guide and resources person.
REFERENCE
 www.jigsaw.org/over view.htm.
 en.wikipedia.org/wiki/learning-circle

19.  en.wikipedia.org/wiki/concept-map
 www.reading rocket.org./strategies/concept-maping