Jigsaw Lesson:
Creating Learning Cubes
Submitted by Rochelle Henely
EDUC 6630: Instructional Models and Strategies
June 17, 2007
A teacher’s toolbox of activities should include many diverse methods of instruction. The use of Interpersonal Strategies not only teaches concepts desired , but also requires that the students tone their individual and group social skills (Silver, H. F., Hanson, J. R., Strong, R. W., & Schwartz, P. B., 2003). With cooperative learning experiences, the students have a personal responsibility to achieve a joint mutual goal with a group (Canter & Associates, 1996). The following lesson is a spin on a project called “The Learning Cube”.
The students will be responsible to create a Learning Cube that may be used as a review tool or as a teaching tool for another classroom. Each member of the Jigsaw Team will create a Learning Cube identical to the other members of the team. The whole team is responsible for the accuracy, neatness, and clarity of the Learning Cubes. This class cooperative learning project can be used with many different concepts. This particular lesson does not focus on one particular concept but on the use of the project in general.
Objective:
To create a hands-on manipulative that includes definitions, samples, rules, and explanations of a particular concept. A cube with sides of 7 inches that fulfills the following criteria will be constructed by each group member:
Side 1) Topic, Name, Date, Class, Resources
Side 2) Definitions, explanations, rules, visuals
Side 3) Sample
Side 4) Sample
Side 5) Practice problem(s)
Side 6) Practice problem(s)
Anticipatory Set:
The teacher will use a "beach ball" purchased from a company that has Algebra 1 practice problems on it. This tool will be tossed around the room, with each students participating in this hands -on, fun activity. The class will than discuss the advantages of this form of interaction and learning. Some key points that the teacher will ensure get mentioned are visual, interactive, and interesting.
Subtopics for each Expert Team:
1) Research and design the pattern for a three-dimensional cube
2) Research and list important definitions and rules pertaining to the concept.
3) Create a sample as well as the explanation of the steps needed to solve.
4) Create a sample as well as the explanation of steps needed to solve.
Procedure:
The class will be separated into Jigsaw teams with four members. Each group will have a deck of cards identifying the Expert Teams as defined in the subtopics. Each Expert Team member will be responsible for meeting the needs of the specific part of the assignment and bringing this knowledge back to the Jigsaw Team. Upon the regrouping of the Jigsaw teams, each team member will create a Learning Cube with the help of the group. The cubes will be critiqued by the team members as well as the class. The Jigsaw Team will also be responsible to create a quiz that goes along with the concept covered on the cube.
Tasks for the Expert Teams (see subtopics):
1) Through trial and error, discussion, and previous knowledge create plans on how to create a three-dimensional cube. Provide thorough explanations and diagrams if needed to bring back to the Jigsaw Team.
2) Using your text, identify and discuss the key points, definitions, and rules of this concept. Complete the organizer (provided by instructor) to bring back to the Jigsaw Team.
3) Using the internet, find examples of problems that will help clarify the rules and definitions being acquired by another Expert Team. Use the worksheet provided to create samples of your own to bring back to the Jigsaw Teams.
4) Using the text or previous knowledge, create samples that will help clarify the concepts being provided by another Expert Team. Complete the worksheet provided.
Project:
Each member of the Expert Teams will come back to the Jigsaw Team with an understanding of the particular part of the lesson that they were responsible for. In this lesson, each member of the Jigsaw Team is an expert on the same concept, just from a different approach, the interaction and discussion among the group should be productive and bring each member to a better understanding of the material. The personal learning in the Jigsaw Team will happen as each student prepares his own Learning Cube. All of the students will need to know the rules, definitions, and verify the accuracy of the samples to be able to complete the task. As the students critique their own as well as others projects a deeper and lasting understanding of the concept will occur.
Questions:
1) Was the task of creating the cube easy or difficult?
2) Did you Jigsaw teammates assist in the construction of each cube?
3) Do you feel you were an Expert on the particular part of the lesson that you were
responsible for?
4) Did the Expert samples reinforce the Expert rules and definitions?
5) During the evaluation of team cubes, were the comments helpful and positive?
6) What would you have done differently if given this task again?
The Jigsaw Strategy has students gather information from varying sources (Hakkarainen, K., 1992). During the Expert Team portion of this project, the students will use the WWW, text, experience, and discussion to come to an agreement of the required criteria. This particular spin on the tyoical Jigsaw Lesson has all the student Expert on the same concept. It should lead to interesting discussion amongst the Jigsaw Teams as each member brings their thoughts and understanding to the group. Listening, speaking, cooperation, reflective and creative thinking are all important parts of the Jigsaw Strategy (Hakkarainen, K., 1992). Each is addressed in this lesson through the interactive engaging conversation between students. The students will have an interdependence with their peers as well as an personal knowledge so important in the understanding of new concepts.
References
Canter & Associates (Executive Producer). (1996). Building your repertoire of teaching strategies, Program thirteen: Jigsaw strategy [Videotape]. Los Angeles: Canter & Associates.
Hakkarainen, Kai, (1992) Jigsaw. Retrieved June 12, 2007 from http://www.mlab.uiah.fi/polut/Yhteisollinen/tyokalu_jigsaw.html
Silver, H. F., Hanson, J. R., Strong, R. W., & Schwartz, P. B. (2003). Teaching styles & strategies. Trenton, NJ: The Thoughtful Education Press.