Hierarchic: 4 Main Ideas

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2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Name:

Jasmine Vidaurri
Is about

Date:

Jan. 31, 2013

Jigsaw
Main idea Main idea

Learning how to communicate with student peers and work together to achieve one goal. This is done by having students learn about chunks of information that come together as one body of information.
Main idea Main idea

Planning
1. Specifying Learning Objectives -typically used with communication skills, research abilities, self-direction -decide what it is you want your students to take away from the activity, such as teamwork and social skills. 2. Preparing Study Guides - make a guideline for what information the students should be looking for. 3. Forming Student Teams -structure teams that are balanced in gender as well as ability and exceptionalities, doing so will enhance growth in social skills; allowing students to pick their own groups will not expand their social circle 4. Supplementing expert Presentations -be sure to have gathered all the information you expect from the students in the case that they have questions or fail to find all the information.

Implementing
Phase 1: Assigning Experts -you can either assign students topics or you can let them chose their own; this creates an opportunity for students to negotiate for their expert positions and adds to the purpose of the activity. Phase 2: Information Gathering -once the students have their topics give them the appropriate stud guide and direct them to their textbooks and internet as well as any additional resources you have brought in. The amount spent on this will depend on the topic chosen. Phase 3: Expert Meetings -meet with each group to see how their research is going before letting them loose to their peers and make sure they are on the right track Phase 4: Peer Instruction -at this time the experts will now relay the information they have learned about their specific topic, to ensure that the students remember you can provide the students with guided notes that show what you want them to remember. Phase 5: Review and Closure -after the peer instruction has taken place go over all the information that you have gathered in the planning stages to be sure that all students have the information that you expect them to have, because to not down the importance of the activity that just took place, but re-assure them that you just want everyone on the same page, otherwise this will ruin the chance of you doing this type of activity again.

Assessing
Part 1: Assessing Understanding of Concept -assess the students on the information gathered on their study guides, such as multiple choice, short answer, and fill in the blank Part 2: Assessing Group Process -assess the students on if they participated, relayed their information clearly, if anyone student had to put in more work, how well they collected information. This will be done through observation and a check off list depending on what your expectations are.

Motivation/ Modification

Motivation: -The students get to be experts of the topic and are motivated because they are teaching their peers. -it is important to let the students know that the information they gather is important and will be valued. Encourage each student to do their best when looking for information. Modification: -choose a topic that is best for your class as well as one that fits with your available time, this model is open for So what? What is important to understand about this? personalization therefore shapeare it appropriately It is important to understand that the importance of this model is to not focus so much on the information the students gathering but rather depending on your class and their social/group skills, their ability to relay information to their peers, and the ability to take responsibility for their own work. course content.