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PPT JIGSAW LEARNING CENTERS EXPERIMENTS.pptx
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- 5. JIGSAW Jigsaw is acooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members. With this strategy, each student in the "home" group serves as a piece of the topic's puzzle and when they work together as a whole, they create the complete jigsaw puzzle.
- 7. It helps buildcomprehension. WHY USE JIGSAW? It encourages cooperative learning among students. It helps improve listening, communication and problem solving skills.
- 8. HOW TO USE JIGSAW? 2.Assign each student to a “home group” of 3-5 students who reflect a range of reading abilities. 1. Introduce the strategy and the topic to be studied.
- 9. HOW TO USE JIGSAW? 4.Create a “expert group” that consist of students across “home groups” who will read the same selection. 3. Determine a set of reading selections and assign one selection to each student.
- 10. HOW TO USE JIGSAW? 6.Provide key questions to help “expert groups” gather information in their particular area. 5. Give all students a framework for managing their time on the various parts of the jigsaw task.
- 11. HOW TO USE JIGSAW? 8.Discuss the rules for reconvening into “home groups” and provide guidelines as each “expert” reports the information learned. 7. Provide materials and resources necessary for all students to learn about their topics and become “experts.”
- 12. HOW TO USE JIGSAW? 10.Remind students that “home group” members are responsible to learn all content from one another. 9. Prepare a summary chart or graphic organizer for each “home group” as a guide for organizing the experts’ information
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- 15. JIGSAW GROUPS Group OneGroup Two Group Three Group Four Nucleus (Kathy) Nucleus (Susan) Nucleus (Jose) Nucleus (Jim) Mitochondria (Jorge) Mitochondria (Randy) Mitochondria (Gail) Mitochondria (Tan) Cell Wall (Sara) Cell Wall (Andy) Cell Wall (Chris) Cell Wall (Julie) Protoplasm (Heather) Protoplasm (Jessenia) Protoplasm (Phu) Protoplasm (Karen)
- 16. EXPERT GROUPS Group OneGroup Two Group Three Group Four Nucleus (Kathy) Mitochondria (Jorge) Cell Wall (Sara) Protoplasm (Heather) Nucleus (Susan) Mitochondria (Randy) Cell Wall (Andy) Protoplasm (Jessenia) Nucleus (Jose) Mitochondria (Gail) Cell Wall (Chris) Protoplasm (Phu) Nucleus (Jim) Mitochondria (Tan) Cell Wall (Julie) Protoplasm (Karen)
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- 18. 1. Who arethe characters in the story? 2. Where does the story take place? 3. What are the major events of the story? 4. Are there any magical or supernatural events? If so, what are they?
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- 20. Give students experience withsmall group learning skills before participating in the jigsaw strategy.
- 21. Have students fillout a graphic organizer in the "home group" to gather all the information presented by each "expert."
- 22. "Home groups" can presentresults to the entire class, or they may participate in some assessment activity.
- 23. Circulate to ensurethat groups are on task and managing their work well; ask groups to stop and think about how they are checking for everyone's understanding and ensuring that everyone's voice is heard; and
- 24. Monitor the comprehensionof the group members by asking questions and rephrasing information until it is clear that all group members understand the points.
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- 26. Learning Centers Jabberwocky statedthat a learning center is a self- contained section of the classroom in which students engage in independent and self-directed learning activities. A learning center is a space set aside in the classroom that allows easy access to a variety of learning materials in an interesting and productive manner. Learning centers are usually designed to offer a variety of materials, designs, and media through which students can work by themselves or with others to operationalize the information learned in the classroom.
- 27. 3 Types ofLearning Centers Enrichment Centers Skill Centers Interest and Exploratory Centers
- 28. Enrichment Centers Enrichment centers aredesigned to offer students a variety of learning alternatives as an adjunct to a common unit of instruction
- 29. Construction ofa terrarium using soil, several plants, rocks, etc. Observing several plants under the microscope Designing an individual observation kit for use in the field Preparation of several foods using different types of common plants Exploring various news articles on plants in our daily lives Creative writing on the uses and misuses of plants in modern society Watching a filmstrip on the ecological implications of acid rain on plant life Painting a mural on the stages of plant growth
- 30. Skill Centers According toIts Elementary, Skill centers are typically used at the elementary level, more so than at the secondary level. Students may work on math facts, phonics elements, or other tasks requiring memorization and/or repetition.
- 31. Interest and Exploratory Centers Interest andexploratory centers differ from enrichment and skill development centers in that they are designed to capitalize on the interests of students.
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- 51. Classroom experiments are activitieswhere any number of students work in groups on carefully designed guided inquiry questions.
- 52. Classroom experiments differfrom classroom demonstrations because the students are involved in collecting data or observations. However, just as in an interactive classroom demonstration, students involved in classroom experiments can be asked to make predictions and to reflect upon their observations.
- 53. EXAMPLES: - In marketing,students might examine how information about a food's health benefits affects consumer purchasing decisions. - In mathematics, students might investigate sine waves using weights and springs. - In physics, students might investigate properties of circuits. In political science, students might investigate voting behavior by participating in an election exercise. -In sociology, students might look at inequality by making decisions in an environment where some students have an unearned advantage compared to others.
- 54. • Discovering existingscientific concepts • Elicit misconceptions • Formulating questions • Involving students in the design of experiments • Creating and revising models • Understanding the relationship between empirical research and models • Learning how scientific studies are conducted —Some possible goals of classroom experiments/labs are that students participate in include:
- 55. Some Related TeachingPedagogies • Data Simulations use physical materials or computer generated data to give students a chance to make predictions and come up with rules that describe a phenomenon. • Guided Discovery Problems and Indoor Labs allow students to complete a series of assigned steps and learn a new concept as they go.
- 56. Some Related TeachingPedagogies • Interactive Demonstrations are similar to classroom experiments except the instructor describes the experiment and then carries it out in front of the class. • For the most part, Classroom Experiments are a special case of Process Oriented Guided Inquiry Learning, which divides students into self-managed teams to participate in guided inquiry activities.
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- 58. RESEARCH VS TEACHING Researchexperiments test theories, establish behavioral norms or testbed new market designs or policies. They are conducted in carefully controlled environments using with financial incentives and procedures that are intended to allow for scientific replication. They are often computerized, require a lot of advance planning and often take more than an hour to complete.
- 59. RESEARCH VS TEACHING Classroomexperiments have a different purpose and so are much easier to conduct. Experiments in the classroom seek to involve students in a decision making environment and allow them to explore the outcomes of their decisions.
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- 61. Why experiments? • Experimentscan be used to introduce new ideas or to clarify puzzling aspects of topics with which students typically struggle. • If the result of an experiment is surprising yet convincing, students are in position to build ownership of the new idea and use it to scaffold learning. • In addition to checking that the conceptual focus of the experiment has been understood correctly, post- experiment assignments can push students to describe a follow-up experiment or to extend the concept to another application.
- 62. HOW TO TEACH WITHCLASSROOM EXPERIMENTS?
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- 64. 2. Student Preparation Helpingthe students prepare for the experiment is key to them having a successful learning experience. You might ask your students to do the following before starting the experiment: • Read instructions that explain the experiment and the student's role • Complete a pre-class reading and/or write about their role in the experiment • Make predictions about the outcome of the experiment
- 65. 3. Conducting theexperiment and collecting data Working through the logistics of carrying out the experiment can be key to students having a successful experience. It is often helpful to have a teaching assistant present during an experiment to help answer questions and keep things moving. You will want to consider: • Developing a streamlined process for answering questions and collecting data • Adapting experiments for very large classes, perhaps using computers or clickers • Modifying experiments so that they will work in an online class
- 66. 4. Analyzing thedata and Extending the Experience Once you collect the data, communicating the results to students and linking it to what they are learning in class is very important. Just doing the experiment isn't enough - you need to guide students through the process of interpreting and learning from what happened. The classroom experiment experience isn't just about that moment in class. It can often be successfully used as a shared experience that anchors material that is covered later in the course. It also can be a catalyst to help students start thinking beyond the course material.
- 67. 5. Assessing studentachievement of learning goals Standard tests, quizzes and homework assignments can be used to measure what students are learning in class. You might consider adding additional assessment measures, for example ask students • Test questions about the experiment itself • Open Ended questions that allow students to reflect on their experience and give you an idea of what they did and did not get from the experiment. These are useful in fine tuning the experiment for the next semester.
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Editor's Notes
- #2 Good morning everyone. I am Rhea Aquino and today I will discuss
- #4 University lecturer Martha Kennedy defined it as: “…a classroom dynamic in which the students participate actively while the teacher might take a (seemingly) more passive role. It boils down to group work, one-on-one tutoring in the classroom between student and teacher, student presentations…To learn a skill, students must be directly involved. No teacher can stand there and tell the students how to do something and expect the students to leave the classroom able to do it.” Strategies that involve collaboration with others, discovery learning, and solving authentic problems are all examples of learner-centered instructional strategies. These strategies that are focused on the learner and promote active learning can be integrated into an undergraduate learning environment.
- #5 What is Jigsaw approach? This isn’t the game that you used to play. It is an approach derived from the game. It has the same concept of it integrated in the way of learning. The jigsaw method of teaching is a strategy first developed by Elliot Aronson in 1971 and further advanced in assessment practices by Robert Slavin in 1986. Aronson developed this method as means to assist students overcoming learning gaps in recently desegregated schools in Austin, Texas (Teaching Methods). For the past 50 years, teachers have been utilizing this method and its various components to promote collaboration in early grades through post-secondary classroom settings.
- #7 Just as a jigsaw puzzle is a collection of various pieces that come together to make a complete picture, the jigsaw method of teaching is a collection of topics, which will be fully developed by students before coming together to make a complete idea. To be more specific, this type of cooperative learning strategy allows individuals or small groups to become responsible for a subcategory of a larger topic. After researching and developing their idea, each individual or small group then has the responsibility to teach it to the rest of the group or class. For example, My home group would be me, renalyn, apple , and chastine the four of house is distributed to different expert groups that discusses for example math addition subtraction division and multiplication . After the meeting in expert group we will be back to home group and discuss to our groupmates what we have learned.
- #8 It helps improve listening, communication and problem solving skills. Because you need to attentively listen to your groupmates who came from the expert groups so you could learn also. It needs a cooperation for the home groups to do their best to learn from expert groups because what could they teach in their home group if they didn’t listen in expert group right?
- #9 As a teacher,
- #14 WATCH: JIGSAW Go inside Cathy Doyle's second grade classroom in Evanston, Illinois to observe her students use the jigsaw strategy to understand the topic of gardening more deeply and share what they have learned. Joanne Meier, our research director, introduces the strategy and talks about the importance of advanced planning and organization to make this strategy really effective.
- #17 Jigsaw can be used for sharing different solutions to the same problem or for dividing up research responsibilities. For example, if the class is studying living cells, one group of students learns about the nucleus, another learns about the mitochondria, another learns about the cell wall, and so on. The groups are then reconfigured into jigsaw groups; the experts take turns teaching their specialty to their jigsaw group so that each group learns about every topic.
- #18 When Berg wanted her students to grasp the concept of the definition of a fairy tale, she decided that it was the perfect opportunity to incorporate the jigsaw approach. Berg began by having her students divide into five equal groups. Each group got one fairy tale to read. The stories were "The Ugly Duckling," "Snow White," "Hansel and Gretel," "Jack and the Beanstalk," and "The Three Little Pigs." Each group was responsible for collecting the following information:
- #19 After the students read, discussed, and recorded the above information, Berg split them into jigsaw groups. One person from each fairy tale assembled in a new group. (She assigns the jigsaw groups because it is difficult for her students to create these new, blended groups quickly.) In their new groups, students were each given three minutes to tell the other group members about the story they had read as well as the information they had collected. After that, the group had to create a poster and give a presentation that addressed two points: What do all five stories have in common? Using what you found in common, write your own definition for a fairy tale. "They started out trying to find simple commonalities like characters, but that did not work," said Berg. "They had to dig deeper to get any real commonalities. For example, some of them pointed out that men were usually the heroes, that there was usually a battle or conflict between good and evil, and that the good guys always won. They touched on ideas that the stories were timeless and could have happened at any time in history. They also said the stories tried to teach a lesson about how you should act -- a moral lesson." Not until after the presentations did Berg discuss the definition of a fairy tale according to the literature textbook. The students were excited to see that they really had developed a very accurate description of the concept, and they were more open to Berg's mini lesson that followed. "Other activities I connected to this unit included a compare-contrast essay comparing 'The Three Little Pigs' and The True Story of the 3 Little Pigs [by Jon Scieszka] told from the wolf's point of view," Berg stated. "I also did another jigsaw activity for the final leg of the unit in which students read and compared five different versions of 'Cinderella' and then defined what a 'Cinderella story' was using the commonalities among the stories. Some groups chose to present their information in play form, and they were fantastic!"
- #20 For second language learners, students of varying reading skill, students with learning disabilities, and younger learners
- #21 For second language learners, students of varying reading skill, students with learning disabilities, and younger learners
- #22 For second language learners, students of varying reading skill, students with learning disabilities, and younger learners
- #23 For second language learners, students of varying reading skill, students with learning disabilities, and younger learners
- #24 For second language learners, students of varying reading skill, students with learning disabilities, and younger learners
- #25 For second language learners, students of varying reading skill, students with learning disabilities, and younger learners
- #27 Centers are designed to enhance the learning of concepts, skills, themes, or topics. This learning can take place after a topic is presented to students, during the course of presenting important concepts, or as an initial introduction to material in the text. Learning centers can have any number of designs, each limited only by your creativity and imagination. Feel free to work with your students in creating a center they will want to use. Such shared responsibility assures that students have a sense of ownership in the center and will be more willing to engage in the resultant activities. Most teachers will agree that there are three different types of learning centers: enrichment centers, skill centers, and interest and exploratory centers.
- #29 These centers are typically used after the presentation of important materials or concepts and are designed to provide students with opportunities to enrich and enhance their appreciation and understanding of the topics through individual experiences in the center. For example, after you have presented a lesson on the life cycle of plants, you might assign individual students to a center with the following components:
- #30 Enrichment centers require you to be aware of your students' learning styles as well as their knowledge about a topic. The enrichment center can provide individual students with varied activities or combination of activities that differ from those pursued by other students. As such, the center becomes an individualized approach to the promotion of the topic.
- #31 Skill centers are similar to enrichment centers in that they are used after the initial teaching of a concept or skill. Their difference lies in the fact that students are assigned particular areas in the center as opposed to having free choice of the topics they want to pursue. Thus, after introductory instruction on a particular concept has taken place, you can assign students to various parts of the center to help reinforce the information presented. You must be aware of the various skill needs of your students to effectively assign individuals to the areas in the center through which they can strengthen and enhance these skills.
- #32 They may not necessarily match the content of the textbook or the curriculum; instead, they provide students with hands-on experiences they can pursue at their own pace and level of curiosity. These types of centers can be set up throughout the classroom, with students engaging in their own selection of activities during free time, upon arrival in the morning, as a “free-choice” activity during the day, or just prior to dismissal. These centers allow students to engage in meaningful discoveries that match their individual interests. The success of this form of learning center depends on your knowledge of your students' interests. You might want to use student interests that will help pinpoint the specific areas you can use in the design of relevant centers. A paper-and-pencil inventory can provide you with important information about their interests.
- #33 The following ideas provide you with any number of options to include or consider for a center. It is important to understand that no two centers will ever be or look the same. Centers can range from elaborate displays to a card table set in the back of a room. Establish learning centers as formally or informally as you want—the primary criterion is that they match student interests with curricular needs. Here are some suggestions to get you started:
- #34 Provide an interesting title that identifies the center as separate from other classroom activities.
- #35 Arrange necessary furniture in a pleasing and productive manner. Decide how you will set up chairs, tables, storage facilities, and the like.
- #36 Keep materials in a safe place where they are easily accessible by students.
- #37 Consider the use of space within the center. Where will the activities take place? Is there a need for independent study? Will large- or small-group instruction take place within the center?
- #38 Determine how you will obtain materials. You might be able to obtain materials from parents or the school. You may also want to consider other sources such as local businesses, catalog supply houses, or community agencies.
- #39 Consider the physical placement and arrangement of centers in your room. Students need to be able to move to and among centers with minimal disruption and time.
- #40 An important consideration in the development of any center pertains to the responsibilities of students and teacher to the center. For example, students need to know who is responsible for cleaning up, who will be sure there's an adequate supply of consumable materials (paper, paint, soil, water, etc.), who will be in charge of evaluation, and so on.
- #41 Include a variety of learning alternatives within any center. For example, include a variety of tasks ranging from difficult to easy. Also include activities that relate to various students' interests.
- #42 Post a set of directions in each center. Plan time to share and discuss each set of directions and/or routines with students as part of one or more introductory lessons.
- #43 It may be important to consider how activities within a center will be sequenced. That is, will students need to complete one or more specific activities before moving on to more complex activities later?
- #44 You will need to decide on the number of centers you want to establish in your classroom. Base your decision on your management skills as well as the needs of your students. You might want to start with a single center and, as you and your students gain more competence in designing and using the center, develop additional centers later in the school year.
- #45 Consider assigning students to selected centers as well as offering students opportunities to select centers on their own.
- #46 Decide how long a center or group of centers will remain in existence. As a rule of thumb, keep a center in operation only as long as students' interests are high and it meets your program's instructional goals.
- #47 You can assure the success of your centers by teaching your students familiar routines (how to move between centers, how to work cooperatively). Devote several weeks at the beginning of the year to teach these routines.
- #48 Talk with students about the amount of time necessary to engage in or complete the activities within a center. It is not critical for students to complete all the activities within a center.
- #49 Establish a procedure or routine that will allow students to signal when they are having difficulty with a specific center activity
- #50 Decide on the nature and form of assessment for the center(s). Will assessment be the responsibility of the students or the teacher? How will it be accomplished—informally (discussions, observations) or formally (skills test, chapter exam)?
- #52 Materials provide students with the means of collecting data through interaction with typical laboratory materials, data simulation tools or a decision-making environment, as well a series of questions that lead to discovery-based learning. During the experiment itself the students and/or instructor collect data or observations. However, the most critical role for the instructor is to act as facilitator, asking leading questions and drawing attention to interesting results. A well-designed experiment targets common student misconceptions, focusing on major ideas that students will need to understand correctly in order to support deep learning.
- #53 All experiments involve collecting observations or observing actions to try to answer a question or solve a problem. However, there are differences between research and teaching experiments. Classroom experiments do this as part of a class to help students learn more about the material they are studying. In this case, the hypothesis to be tested will generally be derived from material contained in a textbook or other course material. Research experiments generally involve both control and treatment groups in order to facilitate comparison. In the classroom, an observational experiment where students "see what happens" can also be useful. While the nature of the goals for classroom experiments is the same, experiments themselves vary widely across disciplines due to the fundamental differences in the disciplines themselves. For example, solubility is an important concept in Chemistry. A classroom experiment might observe the behavior of a number of chemical substances and investigate the extent to which they are soluble. By contrast, market price is an important concept in Economics. A classroom experiment might observe the behavior of student traders and investigate the prices at which they trade an experimental good. Some other examples are:
- #55 Best practices in classroom experiments have evolved beyond traditional laboratories where students follow a series of steps with the goal of replicating existing scientific knowledge. Classroom experiments are not limited to small classes; however, involving a large class in a classroom experiment may require the use of teaching assistants, clickers or other technology.
- #56 Students participating in Cooperative Learning exercises might be doing an experiment, however there are a number of other possible tasks. Some Classroom Experiments are Cooperative Learning exercises wherein others students work independently during the experiment.
- #57 When compared to Classroom Experiments Indoor Labs are most likely to take place outside of class. They are what one traditionally thinks of as a science lab.
- #59 Subjects are not told the purpose of the experiment to prevent "experimenter effects" where subjects do what they think the experimenter wants. In addition, subjects are not allowed to communicate during the experiment unless communication is part of the environment to be studied.
- #60 This means, for example, that it is more critical that instructions make certain students understand the experiment than to ensure that the experiment can be replicated. Classroom experiments can be edited to fit into a class period or stretched over more than one class period without concern about loss of control. Active discussion with student participants during and after the experiment is a major objective, so classroom experiments often have a set of discussion questions that are introduced as the experiment progresses. Unlike research experiments, classroom experiments do not require that students be paid in order for the experiment to be successful. Often the desire to "do well" in class is sufficient motivation for students. Sometimes instructors use performance in the experiment as part of the grade for the exercise or introduce other incentives to increase student interest. Learn More about Incentives. Sometimes people are concerned about whether they need approval from their University's Institutional Review Board or Human Subjects Committee in order to conduct classroom experiments. Ultimately this depends on what you plan to do with the data and what your university's policies are - it is best to check to be certain. If you are using the experiments purely for teaching and do not plan to publish the results then classroom experiments are usually treated like any other classroom activity. It is a different matter if you hope to publish the data you collect, either as an experiment on successful teaching or as a teaching exercise for other instructors to use. In either case you need to work with the appropriate office at your university well in advance of the start of the semester to make sure that your activities are compliant with your university's policies.
- #62 The pedagogy is built on research on learning that shows that most students do not respond best to pure "chalk and talk," but rather to "active learning" environments. Classroom Experiments keep learners active in a number of ways depending on the nature of the particular experiment. Students are active in generating data or behavioral observations Students analyze data, examples or models Students answer leading questions posed by the instructor and compare their answers with those of other students Students work together in groups to solve problems, devise strategies or understand class concepts Students predict how changing the experiment will change the outcomes Students compare experimental results to classroom theories and use them to confirm or critique the theories Higher Academic Achievement Frank (1997) finds that, compared to students in a control class, students' homework scores increase when they participate in an experiment related to the homework topic. Emerson and Taylor (2004) and Dickie (2004) both measure learning outcomes at the beginning and end of the semester using the Test of Understanding in College Economics (TUCE). Emerson and Taylor found a significant increase in scores when adding eleven exercises compared with control sections where standard lectures were used. Dickie tested the effects of incorporating seven experiments into the curriculum using three micro principles classes of about 50 students each, one of which was a control. He finds a significantly larger improvement in scores on the TUCE by the experimental group. Ball, Eckel and Rojas (2006) find (after controlling for achievement and demographic characteristics) that students in large classes with classroom experiments earn final exam grades that average over 7 points more on a final exam compared with a control group. The exam was a multiple choice and was primarily comprised of questions taken from the test bank accompanying the textbook with some additional questions written by the instructor added. Classroom experiments have also been observed to especially enhance achievement of female and students. Ball, Eckel and Rojas (2006) find that learning gains were largest among younger students and women, who are underrepresented in the economics major and beyond. Improved Student Satisfaction with Teaching Pedagogy Guest (2009) found that seventy nine percent of students in an intermediate economics course agree with the statement that 'per hour in the classroom I learned more about economics from games/experiments than I learned from traditional lectures' Ball, Eckel and Rojas (2006) find a significant (and large enough to "matter" to a teaching committee or university administrator) increases in teaching evaluations from using experiments.
- #63 Conducting a classroom experiment is easy to do. The first time you try one, it is probably a good idea to use an experiment that someone else has prepared. In a published experiment, there will typically be "instructor's notes" containing detailed instructions for conducting the experiment. Sometimes the instructor plays an active role and in other cases the instructor gives students a period of time to complete the experiment while the instructor is passive. Teaching notes also generally give suggestions for adapting the exercise to different classroom environments, for example, large vs. small classes. They may also contain variations that might help tailor the experiment to an individual instructor's course.
- #64 Conducting a classroom experiment involves several important steps.
- #65 Subjects are not told the purpose of the experiment to prevent "experimenter effects" where subjects do what they think the experimenter wants. In addition, subjects are not allowed to communicate during the experiment unless communication is part of the environment to be studied.
- #69 One of the big fears of faculty who have never conducted a classroom experiment is "what if things don't go as I planned." This is a viable concern - all sorts of things "might" go wrong. Students might not follow directions, materials might get confused so that people follow the wrong steps, internet service may go down, etc. There are strategies for handling all of these difficulties, however, and it is frequently the case that "failure" that creates the best quality learning opportunities.