MODEL: JIGSAW

one of many cooperative learning models


 
CONTENT PORTION OF THE LESSON
SOCIAL SKILLS PORTION OF LESSON

OBJECTIVES:
 
Content Area: Jig Saw is generally used when there is a large amount of material (usually written) that you want your entire class to understand in a short time. Each group is going to learn about one part of the content material, and teach it to the class. Cooperative area: The teacher selects any of the many skills that students might need to learn or improve. With Jig Saw, it might be to "do your assigned job, but also communicate with the others in your group" or "do your job, but communicate with group"

MATERIALS
 
Each group has its own materials (usually text) to read, summarize, and teach. Only the recorder needs some kind of record-keeping format.

STEPS OF THE MODEL


 
SET Share the content objective and tell how students will be expected to demonstrate their learning. 

LESSON

1. (input/model) Divide the class into jig saw groups.. Explain exactly what each group will do to prepare for their class presentation (a chart or checklist is very helpful here, because the task is often complex). You might model each step with a very short selection on the same topic. 

2. (check for understanding) You might ask for oral-together responses about the objective of their work and the order to do it. 
 

3. (guided practice) Provide each group its materials and have them begin. Teacher circulates, monitors the process, and helps if needed.
 

4. (closure) Each group reports to the whole class. Often the other groups are expected to take some kind of notes so they gain the whole picture.

 SET Share cooperative objective and tell how all students will be expected to demonstrate it during the lesson.

LESSON

1. (input/model) Assign roles within each group by lot. They might be: recorder, includer, time-keeper, gopher, checklist checker. (All will read and find the main points to share.) Model and/or remind what each role will do.

 2. (check for understanding) You might have all of each role stand and one of them repeat the job of that role. Or do some oral-together question and responses\

.3. (guided practice) As students work on content, the recorder (teacher or student in the group) tallies and records positive examples of the cooperative goal.

4. (closure) After content closure, the teacher reads the recorders notes and the class discusses their experiences with it.

EVALUATION:
 
Product: The presentation is evaluated by teacher and/or students. A rubric might be used. Process: The recorder is evaluating this during the lesson and sharing the results after the lesson.

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