Jigsaw is a cooperative learning strategy in which individuals become experts on subsections of a topic and teach that subsection to others.
Lesson Plans and reflections for Jigsaw Model
The Elementary group that presented the Jigsaw model could have planned slightly better for their lesson by already having the seats situated for their different groups. I feel their hook was a great way to engage the students and get them interested. They also followed the model fairly accurately. The teachers assigned experts and the students began to gather information about their topic. After the students gathered their information the experts in the class met to discuss what they had came up with.
The high school presentation of jigsaw was prepared and planned very well. However, the model did deviate from the original because there was only six people present in the classroom the day the teacher presented. He had to make an adjustment and instead of doing separate groups, he still carried out the jigsaw model just with one group instead of multiple ones. I think he adjusted very well to the situation and still had an effective lesson that followed the model structure.One weakness was the time management skills used for this lesson.
The first Jigsaw Model I found was a lesson plan on Natural disasters. I felt this lesson plan was very strong because it had so many opportunities for children to be involved and learn new information by themselves. The first few steps in the lesson are all about building the field and getting the students to understand the purpose and importance of the report they are going to be doing. Next, the students gather the information about natural disasters through shared reading. This is a slight deviation from the steps we have learned about, but it ultimately results in researching of a topic.Another thing that was a little bit different about this lesson than what the book tells us about Jigsaw, is they have a group activity before their jigsaw activity. Even though this was a deviation, I fell that it could only be advantageous to the student. This is just extra practice on the topic of natural disasters. After the group activity the students are given their topic and asked to become an expert on that topic dealing with natural disasters. Each group plans their presentation and then presentations are given to the whole class. If I were to teach this lesson in my class I might would not include so many steps and would give the students a little bit clearer instructions. The Model was lengthy and time consuming.
The next Jigsaw lesson plan I found was on the different Rainforest Countries. I feel the strength of this lesson is that the objective was very clear and the instructions strongly enforced the students knowledge on the topic. Even though this model followed a lot of the guidelines for direct instruction, the guided practice section was a jigsaw based activity. During the guided practice phase, each student was asked to become an expert on one of the countries that passes through the equator. The groups then must share their information with the rest of the class. I think a weakness of this lesson plan was the fact that direct instruction took up too much of the time for a Jigsaw activity. If I were to use this lesson, I would give the students more time to do research.
The high school presentation of jigsaw was prepared and planned very well. However, the model did deviate from the original because there was only six people present in the classroom the day the teacher presented. He had to make an adjustment and instead of doing separate groups, he still carried out the jigsaw model just with one group instead of multiple ones. I think he adjusted very well to the situation and still had an effective lesson that followed the model structure.One weakness was the time management skills used for this lesson.
The first Jigsaw Model I found was a lesson plan on Natural disasters. I felt this lesson plan was very strong because it had so many opportunities for children to be involved and learn new information by themselves. The first few steps in the lesson are all about building the field and getting the students to understand the purpose and importance of the report they are going to be doing. Next, the students gather the information about natural disasters through shared reading. This is a slight deviation from the steps we have learned about, but it ultimately results in researching of a topic.Another thing that was a little bit different about this lesson than what the book tells us about Jigsaw, is they have a group activity before their jigsaw activity. Even though this was a deviation, I fell that it could only be advantageous to the student. This is just extra practice on the topic of natural disasters. After the group activity the students are given their topic and asked to become an expert on that topic dealing with natural disasters. Each group plans their presentation and then presentations are given to the whole class. If I were to teach this lesson in my class I might would not include so many steps and would give the students a little bit clearer instructions. The Model was lengthy and time consuming.
The next Jigsaw lesson plan I found was on the different Rainforest Countries. I feel the strength of this lesson is that the objective was very clear and the instructions strongly enforced the students knowledge on the topic. Even though this model followed a lot of the guidelines for direct instruction, the guided practice section was a jigsaw based activity. During the guided practice phase, each student was asked to become an expert on one of the countries that passes through the equator. The groups then must share their information with the rest of the class. I think a weakness of this lesson plan was the fact that direct instruction took up too much of the time for a Jigsaw activity. If I were to use this lesson, I would give the students more time to do research.
jigsaw_lesson_plan_natural_disaster.pdf | |
File Size: | 65 kb |
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jigsaw_lesson1.pdf | |
File Size: | 26 kb |
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