COOPERATIVE LEARNING RESOURCES Critical Understandings and Retention Research 3 Seating Options and Classroom Arrangement Idea 4 Spencer Kagan’s Structural Approach Resources 5 Essential Elements of Cooperative Learning 5 Suggestions for Goals by Jeanette Gordon 6-7 Sample Processing Forms, Spencer Kagan 8-9 Cooperative Structures for Asking Questions (Kagan Structures Summarized by Gordon with examples)

• THINK-PAIR-SHARE 10 • ROUNDROBIN 11 • STAND AND SHARE 12 • ROUNDTABLE 12 • NUMBERED-HEADS-TOGETHER 13

PAIRS CHECK ADAPTATION (J Gordon based on Kagan structure) 14 Other Cooperative Structures (Summarized and applied by Teachers)

• SEND A PROBLEM 15 • THREE STEP INTERVIEW 16 • BLIND HAND SEQUENCING 17 • SAME DIFFERENT 18 • INSIDE OUTSIDE CIRCLE (Also to ask questions) 19

Cooperative Structures for Asking Questions Comparison Matrix (Prepared by Jeanette Gordon) 20 Jigsaw Variations Comparison Matrix (J. Gordon) 21 Problems Common to All Jigsaw Variations with Resolution Suggestions (J. Gordon) 22

Recommended Resources: For multiple resources to support the Structural Approach to cooperative learning, see Spencer Kagan’s site at www.kaganonline.com/index.html Kagan Publishing and Professional Development

2

Critical Understandings• Learning is a social process.• Interaction can generate understanding and enhance

retention for all learners.• There are multiple cooperative structures for different

purposes, and it is helpful to begin with simple structures for asking questions before progressing to more complex structures.

• A common language, clear directions, modeling, practice, and group processing promote effective classroom management.

• Essential elements of cooperative learning include: positive interdependence, individual accountability, equal participation and simultaneity.

• Roles that are effective promote the essential elements. (Material handler, reader, writer, and spokesperson, often do not.)

Greater Retention for all Learners

People retain:

• 10% of what they read

• 20% of what they hear

• 30% of what they see

• 50% of what they see and hear

• 70% of what they say

• 90% of what they say as they do or teach something.

Source: E. Dale

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Seating option forCooperative Learning

T-Table Arrangement Face to Face Desks Face to Face L-Desks

Lab Table Teams L-Desk Star Arrangement Traditional Rows

Teams of 4, face each other and areable to see the front without turning around.

Teacher & overhead

If 6 partners, but 2 teams

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Heterogeneous Grouping Example

4

Spencer Kagan’s Structural Approach to Cooperative Learning

http://www.kaganonline.com/

Essential Elements of Cooperative Learning

Positive Interdependence

Individual Accountability

Equal Participation

Simultaneity

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SuggestionsStart with structures where roles are not needed: Think-pair-share, Roundrobin, Roundtable, Pairs-Check Stand & Share, Inside-outside-circle, Numbered-heads-together. After using Numbered-heads-together several times, use the same structure and ask teams to decide which of the following their team did the best and which they most need to improve. Then introduce the following roles and explain how they can facilitate the group process.

GROUP PROCESSING

1. We were all involved. 2. We clarified if people didn’t understand. 3. We all stayed on task. 4. We supported each other.

ROLES:

1. Gatekeeper

(Timekeeper) 2. Clarifier 3. Taskmaster

(Material Handler) 4. Peacekeeper 6

of Roles for older learners by Jeanette Gordon:

ROLES

1. TASKMASTER It is your job to keep the team on

task during the group activities and the class activities. Monitor noise level in the team. Encourage everyone to give the quiet signal.

2. GATEKEEPER It is your job to encourage

participation of all and to politely close the gate on someone if you feel others are not getting a chance to participate.

3. PEACEKEEPER It is your job to establish a

praising atmosphere in the team. Watch for any put-downs. Praise others and watch for praising behaviors. Give a “thumbs up” when you hear or see praising.

4. CLARIFIER It is your job to make sure everyone

understands the directions. Check for understanding of content, and encourage others to clarify and ask questions as needed.

7

8

9

COOPERATIVE STRUCTURES FOR ASKING QUESTIONS

THINK-PAIR-SHARE Steps of the structure (The simplest structure to teach.) 1. Teacher/student asks a question while the rest of the class listens. 2. Students are given at least seven seconds think time. 3. Students pair with a designated partner (the person next to them or across from them.) 4. Designated students share answers with the whole class.

Uses: To ask and answer questions where there are no correct answers: opinions, predictions, reactions, personal experiences, etc. (or) questions with more than one correct answer. Use when all students would be able to answer from prior knowledge or would have options from which to choose. Do not use Think-pair-share for questions where several students would be unable to share an answer. (Pair a nonEnglish speaker with a bilingual partner who can speak his/her language if possible. The bilingual speaker can share his/her partners answers.)

Variations:

Think-pair-share partner’s answer. Think-pair-square (Students share with their teammates only.) Think-write-share (Students write their answers first, then share.) Think-build-share (Students build individually to solve a problem, then share with the team.) Examples: What are the people doing in this picture? What do you think is happening in this picture? How do you think ______ will feel about_______? What do you think will happen next? What do you know about ________? What would you like to know about ________? How do you feel about _____ and why? What ______ do you feel is the most important _____and why? What would you do if______? (or) What do you think will happen if ______? How do you think _______ is used in the real world? Do you think _________ should or should not ______? Why do you think so? How would you relate ______ to your own life? Tell your partner about a personal experience with _________? How might ________solve the problem? (or) How might _____affect _____? What do you think would be the most effective graphic organizer for recording this information? Explain your answer. How is _________ similar to (or different than) __________? Which words on this list describe ____________? Can you identify connections among 2 or more words on the list? Explain the connection. Can you think of words that _________(synonyms/antonyms/+ or – connotations etc.)? Can you find words on the list that rhyme with ________ (have a specific sound, etc.) What words/phrases on the list do you think are examples of _______? What were things we used (actions we did) yesterday when we ___________? Which numbers/equations are examples of __________? What do you think is the most confusing part of this problem? What is an important rule for _____________?

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ROUNDROBIN Steps of the structure 1. Students work in teams of four. (Each student has a number.) 2. The teacher/student asks a question with multiple answers and students think of

possible answers. 3. Students take turns orally sharing one answer at a time. 4. Students continue taking turns until time is called. If a team member is not ready when it

is his/her turn, the person simply says, “I’m still thinking.” 5. When time is up, the teacher/student calls a number and those students from each team

stand and share some of their ideas. (It is often helpful to have all students repeat the answers or repeat and record single words. This step is not always necessary.)

Uses

To answer questions where there are multiple answers and where each student would be able to contribute. Because Roundrobin is oral, and the teacher will not hear all answers, it is important to ask questions where incorrect answers would be unlikely or very easy for teammates to clarify for each other. Class sharing is critical for the harder questions.

Variations Provide additional prompts for younger students. For example, students pass around an object, a pencil or small flag that says “your turn” as they take turns. When asking them to roundrobin retell a story, the teacher might turn pages in a big book and the students take turns telling about the pages that are visible. Roundrobin Classification Students take turns describing pictures (or reading sentences, fragments, clauses, phrases, words, word problems etc. and placing them on a graphic organizer (or in designated categories). Each student asks, “Do you agree.” Team members signal: thumbs up if yes, sideways if unsure, thumbs down if no. The contributing student gets feedback from any student who disagrees. Note because the teacher would be able to assess the placement of the items, this form of Roundrobin could be used with harder tasks where the team may make some errors. Examples: Roundrobin examples of ____________. Roundrobin what you know/want to know about _______. Roundrobin retell the story/summarize the main points of a reading. Roundrobin restate the directions before you begin. Roundrobin what you learned today. Roundrobin ways to ___________/ rules for __________. Roundrobin suggestions to_______/ impressions of _________. Roundrobin follow the story plot guidelines and make up a story. Roundrobin consequences of a problem/important considerations of/ pros or cons. Roundrobin your observations of _______ /experiences with___________. Roundrobin classify pictures of ______(words etc) on a Web Diagram/Venn Diagram (or sequence pictures or events on a Sequence chart) Roundrobin rank pictures/words on a continuum based on ____(one aspect of comparison). Roundrobin classify math problems/ words etc.into the following categories ________.

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STAND AND SHARE The teacher/student asks a question similar to those for Roundrobin (multiple answers, easy enough for all students). Students all stand up. The teacher/student calls on one person to answer. Anyone ready to share that answer sits down. This continues until all students are seated. (Note: Do not ask a question where everyone in the room would have a different answer or everyone would have to share.) VARIATION: Continue standing as long as you have something to add. Examples for variation: What did you learn today? What were important ideas from the reading/your homework? Give suggestions for solving a problem. What are writing skills we’ve learned? What questions do you think will be on the test? (Student volunteers answer each question.) ROUNDTABLE Steps of the structure are identical to Roundrobin with one exception. Students say and write the answer rather than simply saying it. Each team has one piece of paper. They pass it around the team and take turns contributing answers. Uses: To generate examples, and answer questions with multiple answers. Use rather than Roundrobin when accuracy is important or if students tend to be off-task during Roundrobin. Do not use for tasks that take too much time. For example, do not have students write complete sentences. For increased language development it is helpful when relevant to say a complete sentence but record only the most significant word/s. Variations: Simultaneous Roundtable: Students don’t say their contributions and all students are writing at the same time. They continue to contribute until time is called to pass the paper. For examples: Students contribute to four different lists related to: parts of speech, sentence types, characteristics of a topic of study, and so forth. This may be done prior to study, for example, listing what they know about characteristics of a Native American tribe: food, clothing, shelter, and work. They save the lists and after studying the tribe, cross off any incorrect information and then simultaneous roundtable what they learned. Students may do what is also called a “write around”. They each start a story. Then when time is called, pass their papers to the right and continue the story. They continue changing partners as time is called until the paper returns to the original writer who makes the last contribution to his story. (Story plot prompts may be used to assure that critical story elements are present.) Simultaneously record answers on a large graphic organizer with room for all team members to write at once. Examples: Roundtable examples of _______ (verbs, prime numbers, polygons, words that rhyme with “cat”, energy sources, causes of pollution, human rights, words related to Spring, etc.) Roundtable characteristics of ___________ (the main character, sound, communities, software, a historical period, a type of art or music, etc.) Roundtable important people from __________. Roundtable contributions of _________. Roundtable vocabulary/essential concepts you will need to know for the test.

Roundtable steps in a process/ phases in a life cycle.

Summaries and examples by Jeanette Gordon (Illinois Resource Center, 847-803-3112) of cooperative structures from Cooperative Learning: Resources for Teachers by Spencer Kagan (800-Wee-Coop)

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NUMBERED-HEADS-TOGETHER Steps of the structure: 1. Students number off in teams of four. (Keep the same number as long as the team will

continue to work together, possibly four weeks.) 2. The teacher/student asks a question. 3. Team members put their heads together and make sure that everyone in the team can

answer the question. 4. The teacher/student calls a number, and those with that number stand and participate in

answering the question. Use: To ask and answer more difficult questions. Try to ask larger multiple-part questions, or questions where many students would need assistance. Examples: Put your heads together and prepare to: Explain the process of _________/ list the steps of _____ . Be prepared to identify all the _______ in the room/ in a picture. Be able to demonstrate through visuals/manipulatives understanding of ________. Be able to give three similarities and three differences between _____ and _______. Identify and explain the relationships between ____ and _____ (could be more than two) Explain the functions of the individual parts of ____________. Identify the main idea and three supporting details in this paragraph. Write the main idea of this passage/ the theme of this story. Be ready to tell three important facts about ______/ assumptions being made. Identify three causes of ________ and try to rank their importance. Solve the math problem and be able to explain each step. Give the definition of ________ and give at least three examples. Define _______ and use it in a sentence. Label the parts of this diagram _______/ identify the component parts of___. Identify 4 advantages/disadvantages of_______. How would you argue for/against___? Write at least one example of __________ (simile, metaphor, personification, complex sentence, sentence with a participial phrase) State the essential problem _______ and identify possible consequences of the problem. Restate the sequence of events in this passage/story. Skim the chapter and prepare to tell as much information as you can about it. What would be a really good first sentence for our Language Experience Story? Identify at least three ways the author supported his/her opinion. What strategies did _________ use to solve the problem? If you were going to use a graphic organizer to record the information in this passage, which would you use and why? What implications do you predict _________ would have? What four aspects of comparison would be the most important to include on your matrix comparing and contrasting _______. Identify three strategies that the author used to ________? How might _______ view this story/historical event from a different perspective? Based on what you know about _______ how might that person/group evaluate ____? If you were going to write about _____ how would you organize the writing?

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The following structure is Jeanette Gordon’s adaptation of Pairs Check by Spencer Kagan. Name of structure: PAIRS CHECK ADAPTATION This structure is very beneficial in math but can be applied to other content. The teacher identifies pairs of problems that are of similar difficulty. They are called “twins”. Students work with a partner to solve the twins. One teaches, and the other performs the calculations or task. Then they trade roles. If the second person makes an error, the first “teacher” refers back to his/her problem and explains again. For example, in a math homework assignment, the following problems are “twins” 3 and 7, 10 and 15, 22 and 26. Students collaborate on those problems as described below before starting on their homework. Note: more advanced students can do the homework faster on their own and may not want to participate. Since “teaching” would usually be beneficial to them, tell all students that if they are doing “Pairs Check” well, they won’t need as much practice, so they can do only the even problems when they finish the twins. The teacher can note the students who would need to do the complete assignment. STEPS; 1. Students are in pairs within their teams.

2. In pairs, choose roles of teacher and student. 3. The “teacher” must explain what the “student” is to do. 4. The “student” will do all the writing as steps are explained. 5. After problem is solved the roles are reversed, the student in now the

teacher and the teacher becomes the student. 6. Steps 3 and 4 repeated. 7. When the pair of problems is completed, the partners will check work with

their teammates. USES: 1. to explain steps in a process.

2. to improve oral communication. 3. to learn new ways to solve a problem. 4. to articulate metacognitive strategies in a learning process. 5. to improve listening skills.

EXAMPLES:

1. Daily Oral Language activities 2. Word problems 3. All computation activities. 4. Learning to tell time in English 5. Making change with United States currency 6. Metric measurement and United States standard 7. Doubling or reducing a recipe

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The following summaries of Spencer Kagan’s cooperative structures (800 WEE COOP to order) were prepared by teachers in a cooperative learning class. They also provided the examples. Kathleen Ross, Trina Courtney, and Jane Racek. Name of structure: SEND A PROBLEM STEPS: 1. Each student on a team makes up a high consensus review problem and

writes it down on a review card. 2. Teammates must come to a consensus about an answer. 3. Question side of the card is marked with a Q. 4. Answer side of the card is marked with an A. 5. Team passes their review cards to another group. 6. Student 1 reads 1st problem, team discusses and reaches concensus on

anwer. 7. If team doesn’t agree on the answer previously written down, 2nd team

writes alternative answer. 8. Process is repeated, student 2 reads question. 9. Stacks of cards are passed to all groups. 10. After all groups have seen all questions review cards are returned to

original groups and answers are discussed. USES: 1. to practice

2. to review 3. to teambuild 4. concept development 5. to improve evaluation skills (assessing alternative answers)

EXAMPLES:

1. Sending puzzles with a picture or a message 2. Math problem solving 3. Math computation practice 4. Drill and practice of content area vocabulary 5. To review textbook material 6. Student made DOL activities 7. Drill and practice of grammatical structure 8. Telling time in English

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Name of structure: THREE STEP INTERVIEW STEPS: 1. Question or topic is presented.

2. Studets are in pairs, one student is interviewer one student is interviewee. 3. After question is answered, students reverse roles. 4. In groups of four, students will roundrobin there answers, each on sharing

what they learned in the interview with their partner. 5. In groups of three, 1st student is the interviewer, the 2nd student is the

interviewee and the third student will paraphrase what was said. USES: 1. to improve listening skills

2. to improve receptive and expressive communication 3. to share information 4. to practice paraphrasing 5. to teambuild 6. to practice a grammatical structure 7. to improve interviewing skills

EXAMPLES: Anticipatory: 1. What do you most want to learn aboaut ________?

2. What experience have you had with __________? 3. When in your life would you find it useful to __________?

Closure: 1. What did you learn from ____________?

2. What would you like to learn more about __________? 3. How will you use what you have learned about ____________?

Others: 1. What did you find most interesting/difficult about ____________?

2. Students are interviewed while roleplaying character from literature. 3. To practice the past or future tenses. 4. To practice exclamations or questions.

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Name of structure: BLIND HAND SEQUENCING STEPS: 1. Students are in groups of 3 or 4.

2. Students are given an envelope with panels of a process. 3. Teammates take panels out of envelopes placing them facedown on the

table. 4. Teammates take turn describing their panel without showing their

partners their panel. 5. Teammates must agree which panel is first and place it face down on the

table. 6. Continue process until all panels are face down on the table. 7. Turn over panels to see if the sequencing was done correctly.

USES: 1. to practice sequencing

2. to improve oral skills 3. to improve listening skills 4. to improve consensus building skills

EXAMPLES:

1. Social Studies – a time line for events in history 2. Reading – events in a story

dialogue between 2 people situational picture dialogue

3. Science – steps of a lab experiment food chains seasons life cycle of a ________ describe planet without using name, put in order.

4. Math - steps in a math problem

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Name of structure: SAME DIFFERENT STEPS: 1. Pairs of students chosen.

2. Students are each given slightly different pictures. 3. Students are to take turn guessing similarities and differences without

looking at each others papers. 4. Students label similarities on the picture. 5. Students label differences in the picture. 6. When students are finished, they compare pictures.

USES: 1. to recall content area vocabulary

2. to review directional words 3. to pay attention to detail 4. to form questions 5. to improve listening skills

EXAMPLES:

1. Review the parts of a house 2. Review the parts of a store 3. Review city and country differences 4. to learn essential school terms 5. to review office vocabulary, dentist, doctor post office and bank

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Name of structure: INSIDE OUTSIDE CIRCLE STEPS: 1. Students stand in two concentric circles.

2. The outside circle faces in. 3. The inside circle faces out. 4. Students use flashcards or respond to teacher questions. 5. Students rotate one person to the right.

USES: 1. to check for understanding

2. to review 3. to process 4. to help or tutor 5. to share 6. to class build

EXAMPLES:

1. A class building activity to get to know others and feel comfortable interaction 2. To assess prior knowledge 3. To review parts of a story 4. To share personal reactions and ideas related to a topic 5. Vocabulary building (Name the picture) 6. Addition, subtraction, multiplication and division facts, states and capitals, spell

the word for a picture (answer on the back of the card, trade cards before rotating to a new person)

7. To review for an exam, assure answer is correct before rotating Structures are summarized from Cooperative Learning 1992. Spencer Kagan (800 WEE COOP to order) by teachers in a coperative learning class. They also provided the examples. Kathleen Ross, Trina Courtney, and Jane Racek.

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row

dy. P

ract

ice

orde

r. If

usin

g a

line,

ask

que

stio

n w

hen

mov

ing.

Stu

dent

s do

n’t g

o be

twee

n th

e tw

o lin

es.

N

umbe

red-

head

s-to

geth

er

Ans

wer

impo

rtant

, co

mpl

ex m

ulti-

part

ques

tions

4 pe

ople

col

labo

rate

on

ans

wer

. Tea

cher

ca

lls #

. Th

ose

peop

le

stan

d to

par

ticip

ate

in

answ

erin

g.

Can

ask

que

stio

ns

som

e st

uden

ts d

on’t

know

. Can

hea

r the

an

swer

s. M

odel

ing

&

prac

tice

is p

ossi

ble.

One

or t

wo

stud

ents

dom

inat

e th

e gr

oup

and

answ

er

mos

t of t

he q

uest

ions

firs

t. U

se g

roup

pro

cess

ing

to

iden

tify

team

stre

ngth

s an

d ne

eds.

Ass

ign

role

s to

fa

cilit

ate

the

proc

ess.

Use

mul

tilev

el re

sour

ces

as

need

ed a

nd g

ive

chal

leng

e op

tions

for t

eam

s w

ho

finis

h ea

rly.

20

JI

GSA

W V

AR

IATI

ON

S: C

OM

PAR

ISO

N M

ATR

IX

ST

RU

CTU

RE

PUR

POSE

D

IREC

TIO

NS

AD

VAN

TAG

ES

PRO

BLE

MS

AN

D S

UG

GES

TIO

NS.

Team

Jig

saw

Lear

n an

d te

ach

clas

s ne

w in

form

atio

n.

Pos

sibl

y re

view

or

expa

nd o

n le

arni

ng.

Col

labo

rate

with

team

to

teac

h an

ass

igne

d or

sel

ecte

d “p

iece

” or

topi

c to

the

clas

s.

Pos

sibl

e to

hea

r all

pres

enta

tions

; as

surin

g ac

cura

cy

and

faci

litat

ing

asse

ssm

ent.

Stu

dent

s de

velo

p pu

blic

spe

akin

g sk

ills.

Team

sat

isfa

ctio

n.

The

num

ber o

f “pi

eces

” or

topi

cs d

oesn

’t eq

ual

the

num

ber o

f tea

ms.

Ass

ign

a re

late

d ac

tivity

or a

follo

w-u

p. A

ssig

n th

e m

ost d

iffic

ult t

opic

to tw

o te

ams.

Som

e te

am m

embe

rs d

omin

ate

the

grou

p.

Use

gro

up p

roce

ssin

g. U

se te

am-p

roce

ssin

g.

Use

sim

ilar-a

bilit

y gr

oups

rath

er th

an m

ulti-

abilit

y gr

oups

with

diff

eren

tiate

d ta

sks

base

d on

gro

up

read

ines

s.

With

in-te

am J

igsa

w

Indi

vidu

ally

teac

h te

am m

embe

rs.

Pos

sibl

y re

view

or

expa

nd o

n le

arni

ng.

Indi

vidu

ally

lear

n an

d te

ach

a “p

iece

” of n

ew

info

to th

e cl

ass.

Stu

dent

s ha

ve s

ole

acco

unta

bilit

y fo

r te

achi

ng o

ther

s.

Indi

vidu

al s

atis

fact

ion

Each

mem

ber d

oes

not h

ave

the

skill

s to

lear

n an

d te

ach

his/

her p

iece

.

Pro

vide

mul

tilev

el re

sour

ces

and

visu

als.

Ass

ign

parts

bas

ed o

n re

adin

ess

and

mee

t with

stu

dent

s w

ho n

eed

supp

ort.

Use

“exp

ert”

jigsa

w v

aria

tions

be

low

.

Hav

e th

e lo

wes

t stu

dent

in a

team

of 5

and

teac

h w

ith a

par

tner

.

Ex

pert

-par

tner

s

With

in-te

am

Jigs

aw

Sam

e as

abo

ve.

Sha

re le

arni

ng a

nd

teac

hing

stra

tegi

es.

Par

tner

with

som

eone

fro

m a

noth

er te

am to

le

arn

and

prac

tice

thei

r com

mon

“pie

ce”

befo

re te

achi

ng o

wn

team

.

Stu

dent

s ca

n ga

in

supp

ort f

rom

a

partn

er.

Stu

dent

s sh

are

thei

r un

ders

tand

ing

and

stra

tegi

es.

Som

e pa

rtne

rs h

ave

limite

d sk

ills.

Use

mix

ed-a

bilit

y pa

rtner

s.

Ass

ign

parts

bas

ed o

n re

adin

ess

and

have

par

tner

s le

arn

and

teac

h an

app

ropr

iate

par

t.

Expe

rt-g

roup

With

in-te

am

Jigs

aw

Sam

e as

abo

ve.

Mee

t as

a gr

oup

with

ot

hers

who

are

re

spon

sibl

e fo

r the

sa

me

“pie

ce”.

Lea

rn

the

info

rmat

ion,

di

scus

s st

rate

gies

, re

turn

and

teac

h te

am.

Stu

dent

s ca

n ga

in

supp

ort f

rom

a g

roup

, he

nce

mor

e sk

ills to

dr

aw u

pon

and

each

is

abl

e to

teac

h a

mor

e co

mpl

ex

“pie

ce”.

Som

e gr

oups

hav

e lim

ited

skill

s.

Use

mix

ed-a

bilit

y ex

pert

grou

ps o

r diff

eren

tiate

d ta

sks

for e

ach

grou

p.

Som

e m

embe

rs a

re le

ft ou

t or t

oo d

omin

ant.

Use

oth

er c

oope

rativ

e st

ruct

ures

with

in th

e gr

oup

to

assu

re p

artic

ipat

ion

of a

ll.

21

Prob

lem

s C

omm

on to

All

Jigs

aw V

aria

tions

with

Res

olut

ion

Sugg

estio

ns

The

piec

es a

re n

ot a

ppro

pria

te fo

r jig

saw

.

• U

se ji

gsaw

onl

y w

hen

the

info

rmat

ion

can

be d

ivid

ed in

to c

ompr

ehen

sibl

e pa

rts.

• Ty

pica

lly p

rovi

de a

gen

eral

intro

duct

ion

and

ofte

n an

ove

rvie

w o

f how

the

piec

es re

late

to th

e w

hole

. •

Be

care

ful t

o as

sign

“pie

ces”

or t

opic

s th

at a

re c

ompr

ehen

sibl

e w

ithou

t rea

ding

all

of th

e ot

hers

. •

Do

not u

se ji

gsaw

to d

ivid

e a

narr

ativ

e in

to p

iece

s. H

owev

er, j

igsa

w is

app

ropr

iate

for a

naly

sis

of a

lite

ratu

re p

iece

that

all

stud

ents

ha

ve re

ad.

Jigs

aw c

an a

lso

be u

sed

to h

ave

stud

ents

rete

ll di

ffere

nt s

torie

s an

d to

com

pare

and

con

trast

them

. N

ot e

very

stu

dent

is d

oing

his

/her

par

t, or

the

info

rmat

ion

pres

ente

d is

not

acc

urat

e.

• U

se d

evel

opm

enta

lly a

ppro

pria

te re

sour

ces:

nee

ded

prio

r kno

wle

dge,

vis

uals

, rea

dabi

lity

leve

ls

• P

rovi

de m

odel

ing

of s

imila

r tas

ks th

roug

h a

who

le-c

lass

exa

mpl

e us

ing

coop

erat

ive

stru

ctur

es to

eng

age

all l

earn

ers

prio

r to

assi

gnin

g jig

saw

. U

se te

am ji

gsaw

as

a m

odel

prio

r to

With

in-te

am J

igsa

w v

aria

tions

. •

Ass

ign

or h

ave

stud

ents

cle

arly

iden

tify

indi

vidu

al a

ccou

ntab

ility

•

Pro

vide

exp

licit

stru

ctur

e, u

sing

rubr

ics

for m

ore

com

plex

task

s •

Pro

gres

s fro

m te

achi

ng s

impl

e to

mor

e co

mpl

ex c

onte

nt

• G

rade

eac

h st

uden

t on

his/

her i

ndiv

idua

l par

t, ra

ther

than

gra

ding

the

team

. •

Use

gro

up p

roce

ssin

g as

nee

ded.

For

com

plex

teac

hing

task

s, u

se g

roup

-pro

cess

ing

durin

g st

ages

of p

repa

ratio

n, n

ot ju

st u

pon

com

plet

ion.

•

Use

sel

f-pee

r and

teac

her a

sses

smen

t stra

tegi

es a

s ne

eded

to p

rom

ote

accu

racy

and

iden

tify

erro

rs.

Som

e st

uden

ts fi

nish

bef

ore

othe

rs.

• A

ssig

n ta

sks

base

d on

stu

dent

read

ines

s •

Ass

ign

chal

leng

e op

tions

for s

tude

nts

who

fini

sh e

arly

•

Hav

e st

uden

ts w

ho fi

nish

pra

ctic

e te

achi

ng a

nd g

ivin

g ea

ch o

ther

feed

back

•

Giv

e st

uden

ts o

ppor

tuni

ties

to d

evel

op th

eir o

wn

idea

s fo

r exp

ansi

on o

r im

prov

emen

t St

uden

ts a

re ju

st re

adin

g th

e in

form

atio

n ra

ther

than

real

ly te

achi

ng

• R

aise

the

thin

king

leve

l of t

he ta

sk, s

o st

uden

ts re

ally

nee

d to

und

erst

and

the

info

rmat

ion,

exp

lain

and

sup

port

thei

r ide

as a

s th

ey

teac

h •

Ass

ure

that

the

info

rmat

ion

is d

evel

opm

enta

lly a

ppro

pria

te: r

eada

bilit

y le

vels

, prio

r kno

wle

dge,

vis

ual s

uppo

rt et

c.

• Li

mit

the

note

s us

ed, s

o st

uden

ts n

eed

to e

xpre

ss s

ome

of th

e id

eas

in th

eir o

wn

wor

ds.

• In

corp

orat

e di

vers

e m

odal

ities

into

the

teac

hing

Li

sten

ers

do n

ot d

emon

stra

te re

spec

t and

/or a

ctiv

e lis

teni

ng

• S

truct

ure

the

note

-taki

ng ta

sks

of th

e lis

tene

rs

• S

tude

nts

inco

rpor

ate

ques

tions

into

thei

r tea

chin

g •

Hol

d st

uden

ts a

ccou

ntab

le fo

r all

of th

e in

form

atio

n, b

ut b

e su

re a

ll ca

n ef

fect

ivel

y te

ach

his/

her p

art

• U

se g

roup

pro

cess

ing

stra

tegi

es to

hel

p de

velo

p a

clim

ate

of s

uppo

rt an

d co

llabo

ratio

n

Prep

ared

by

Jean

ette

Gor

don,

Illin

ois R

esou

rce

Cen

ter,

847-

577-

2748

22