1. Jigsaw Method
The Jigsaw activity is a cooperative learning technique that encourages active participation and collaboration among students in the classroom. It follows a structured procedure designed to foster deeper understanding of the subject matter while promoting teamwork and positive interdependence among students. Here's a short introduction to the procedure of the Jigsaw activity:
Divide the Class: The class is divided into small groups, typically consisting of 4 to 6 students each. Each group member is given a unique role or assigned a specific topic to become an expert on.
Expert Group Formation: Within each small group, students with the same assigned topic or role come together to form "expert groups." In these expert groups, students work together to study and become well-versed in their specific topic.
Expert Group Discussions: Expert groups engage in in-depth discussions about their assigned topics, exchanging information, sharing ideas, and collaboratively understanding the content.
Jigsaw Group Formation: After the expert groups have thoroughly explored their topics, they disband, and new groups are formed by bringing together one member from each expert group. These new groups are called "jigsaw groups" and consist of students who are now experts in different aspects of the overall subject.
Teaching and Learning: In the jigsaw groups, each student takes on the role of a "teacher" for their expert topic. They share the knowledge they gained during the expert group discussions with their new jigsaw group members. In turn, each student becomes a "learner" as they listen to the other experts' presentations.
Group Discussion and Clarification: After all the students have taught their assigned topics to the jigsaw group, there is usually time for group discussion and clarification. Students can ask questions, seek further explanations, and engage in deeper exploration of the subject matter.
Summarization and Reflection: To conclude the Jigsaw activity, students may be asked to summarize the main points they learned or reflect on the collaborative learning experience. This step reinforces the knowledge acquired and promotes a sense of accomplishment.
The Jigsaw activity is not only enhances students' understanding of the content but also fosters essential communication, critical thinking, and teamwork skills.
2. Gallery walk
Gallery Walk is an active learning activity where students move around the classroom to observe and discuss visual displays or exhibits related to a specific topic. They can work in small groups or pairs, interact with the displayed materials, and share their ideas or responses on sticky notes or designated response sheets.
3. Give one, get one
"Give one, get one" is a simple yet effective cooperative learning strategy that encourages active engagement and knowledge sharing among students. It fosters peer-to-peer teaching and creates a dynamic learning environment. Here's a short introduction to the procedure of the "Give one, get one" activity:
Preparation: The teacher prepares a set of questions, prompts, or discussion topics related to the subject being studied. These can be open-ended questions, vocabulary words, problem-solving scenarios, or any other relevant content.
Distribution: Each student is provided with a sheet of paper or index cards. The number of questions or prompts should be equal to the number of students in the class.
"Give One" Phase: Students start by writing down a response to one of the questions or prompts on their paper or index card. They should provide a thoughtful answer or solution.
Pairing Up: Once all students have written their responses, the teacher instructs them to find a partner to pair up with.
"Get One" Phase: During this phase, students take turns sharing their responses with their partners. Each student should "give" their response (share what they wrote) to their partner.
Exchange and Record: After one partner has shared their response, the other partner should "get" a new response by exchanging cards or papers. This way, each student receives a response from their partner for each question or prompt.
Repeat: Students find new partners and repeat the process of "give one, get one" multiple times, providing and receiving responses to different questions or prompts with each new partner.
Group Discussion: After the activity is completed, the teacher can lead a whole-class discussion to review the various responses and encourage students to share interesting ideas or solutions they received during the activity.
"Give one, get one" is a quick and engaging activity that promotes active listening, collaboration, and a deeper understanding of the subject matter. It allows students to learn from their peers, reinforces their own knowledge, and encourages diverse perspectives on the topics discussed. The activity can be easily adapted to different subjects and topics, making it a versatile tool for classroom learning.
4. Read-aloud think-aloud activity
Select & Introduce: Choose a news article, introduce the topic, and list key vocabulary words.
Read & Listen: Read aloud while students listen for target words.
Discuss & Predict: Students discuss and predict word meanings.
Create Sentences: Students make personal sentences using new words.
Reflect: Summarize word meanings and learning experience.
Incorporate activity into Dynamic assessment
Incorporate the Jigsaw activity into Dynamic assessment:
Pre-Assessment: Pre-Test or Quiz to Initial assessment of the learner's skills.
Interaction: Dialogue to understand the learner's strategies and reasoning.
Teaching with Jigsaw Activity: In this step, implement the Jigsaw activity. Divide the learners into smaller heterogeneous groups, each focusing on a specific aspect or strategy related to the topic. Each group becomes "experts" on their assigned aspect through research, discussions, and collaborative learning.
Assisted Performance: After the Jigsaw activity, bring the learners back together as a whole group. Have each "expert" group share their findings and insights with the rest of the class. This can lead to a more comprehensive understanding of the topic, as learners benefit from each other's expertise.
Re-Assessment: Following the Jigsaw activity and the sharing of insights, evaluate the learner's performance. This step allows you to assess how effectively the learners have integrated the information and strategies discussed during the Jigsaw activity.
Analysis:
Future Instruction:
Integrate the station-rotation activity into Dynamic assessment:
Pre-Assessment: Initial assessment of the learner's skills.
Interaction: Dialogue to understand the learner's strategies and reasoning.
Teaching with Station-Rotation Activity: In this step, implement the station-rotation activity. Set up different stations, each focusing on a specific aspect or strategy related to the topic. These stations could include a teacher station (for direct instruction), a technology station (for interactive online activities or simulations), and a collaborate station (for group discussions or peer learning). Students rotate through the stations in small groups, engaging with the content and activities at each station.
Assisted Performance: After completing the station-rotation activity, bring the students back together as a whole group. Facilitate a discussion to synthesize what they've learned at the different stations. This step allows you to address any questions or concerns that may have arisen during the activity.
Re-Assessment: Following the station-rotation activity and group discussion, assess the students' performance again. This step helps you gauge how effectively the students have absorbed the material from the various stations and how well they can apply their learning.
By incorporating the station-rotation activity in the "Teaching" step, you provide students with a dynamic and interactive learning experience that caters to different learning preferences and styles. The activity encourages collaboration, exploration, and independent learning while ensuring that students receive targeted instruction and strategies from various sources.
Comments