Jigsaw
The jigsaw is a method of breaking up students into different groups that works very well for encouraging self-guided learning in the classroom. It can be modified to include group presentations, note-taking, or classroom discussion, particularly when there are several different, distinct topics that need to be covered in the course of a lesson.
The strategy involves breaking the class into the amount of groups needed to cover the material (for example; if there are five topics to be covered, five groups should be created). Breaking up the class can use playing cards, colored popsicle sticks, numbered heads, or any other preferred method. Once groups are created, the groups are given their assigned topic where they are expected to become experts. It is important that all students fully understand their groups topics, as they will be required to pass that knowledge on to their classmates
Once the 'expert' groups have fully grasped a concept, the class should be broken up into different groups so that each group has an 'expert' from every topic. These broad groups then listen to each group member who 'teaches" his or her peers what they have learned. Ultimately, all students end up hearing from all groups and come to understand all topics.
This strategy can be slightly modified by having 'expert' groups create posters and present to the class, or to have the 'broad' groups respond to a question that involves incorporating all concepts they have learned.
The strategy involves breaking the class into the amount of groups needed to cover the material (for example; if there are five topics to be covered, five groups should be created). Breaking up the class can use playing cards, colored popsicle sticks, numbered heads, or any other preferred method. Once groups are created, the groups are given their assigned topic where they are expected to become experts. It is important that all students fully understand their groups topics, as they will be required to pass that knowledge on to their classmates
Once the 'expert' groups have fully grasped a concept, the class should be broken up into different groups so that each group has an 'expert' from every topic. These broad groups then listen to each group member who 'teaches" his or her peers what they have learned. Ultimately, all students end up hearing from all groups and come to understand all topics.
This strategy can be slightly modified by having 'expert' groups create posters and present to the class, or to have the 'broad' groups respond to a question that involves incorporating all concepts they have learned.