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Jigsaw Learning - Using innovative teaching techniques to promote group learning, cooperation, listening engagement and empathy. Daryl May Senior Lecturer Events Management Subject Group Sheffield Hallam University. Introduction. Session aims: History of the Jigsaw Classroom - PowerPoint PPT Presentation
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Jigsaw Learning - Using innovative teaching techniques to promote group
learning, cooperation, listening engagement and empathy.
Daryl May
Senior Lecturer
Events Management Subject Group
Sheffield Hallam University
Introduction
Session aims:
History of the Jigsaw ClassroomConcept of the Jigsaw ClassroomGroup work issuesExample of using the Jigsaw ClassroomEvaluation of student experienceFuture work - challenges?Discussion
History of the Jigsaw Classroom
Originally developed by Aronson et. al. (1978)
Aim was to foster peer cooperation and tutoring
Developed to help address issues created by desegregation of the schools in the US between 1964 - 1974
History of the Jigsaw Classroom
Designed to improve intergroup relations Unsurprisingly most studies have focused on
race relations in the Jigsaw Classroom Other benefits found:
– increase in self-esteem– increase in students liking their school– reductions in competitiveness– increase in "perspective-taking" skills(Aronson and Patnoe, 1997)
Concept of the Jigsaw Classroom
The jigsaw classroom is a cooperative and active learning technique
Efficient way to learn the material
Encourages listening, engagement, and empathy
Group members must work together as a team to accomplish a common goal
No person can succeed completely unless everyone works well together as a team
LTA strategy
LTA strategy key principles:
"promote a supportive and inclusive learning experience"
"enhance students' experiences and improve satisfaction ratings.
LTA aim 3:
"using student-centred and active approaches to learning, teaching, and academic support; and providing opportunities for students to be researchers, enquirers, and co-producers of and partners in learning"
Group work
"Group work is becoming an integral part of many higher education programmes, designed to help you gain the skills needed to be effective in the work place" (Learn Higher Groupwork website, 2012).
Group work
Allows students to negotiate meaning and manipulate ideas with others and reflect upon their learning (Fraser & Deane,1997).
Can be a positive experience through collaboration (Johnson and Johnson, 1991; Baloche, 1994).
Tensions through competition for grades and group dynamics (Imel, 1991; Johnson & Johnson, 1994).
Efficient way to teach as workloads increase and available time diminishes (Burdett, 2003).
Group work
Positive aspects:– generating ideas and sharing views– meeting people and building friendships– improved learning processes– sharing of workload– improved grades
Negative aspects:– unequal distribution of effort– difficulties of accommodating different work schedules for
meeting times– lack of staff support
(Burdett, 2003)
Stage One
For example class of 25 students.
Topic is "social science research methods."
Decide how many components the topic can be broken down into.
Stage One
Social science research methods
1. Interviews
2. Focus groups
3. Questionnaires
4. Non-participant observation
5. Ethnography
Stage One
Stage Two
Students researching (reading) same topic come together and discuss work they have completed individually:
Take That - InterviewsSpice Girls - Focus groupsOne Direction - QuestionnairesRolling Stones - Non-participant observationBeatles / Mr Blobby - Ethnography
Stage Three
Original groups now to be divided into five new groups.
Done by taking one student from each group to form another new group.
Newly formed groups now have five "expert" students having studied the original components
Stage Three
Stage Four
Used to consider the effectiveness of the exercise
Each student should have learned about the session topic
Formative (or summative) assessment activity
Evaluation of student experience
Exploratory pilot study
Short qualitative questionnaire
43 questionnaires collected over three classrooms
Evaluation of student experience
Overall very positive response Effective way to learn the material Recognition of "interdependence" from
students Enjoyable, different and novel Motivated by the quiz and helped reflection Surprised by how much then had learnt
Evaluation of student experience
More time needed (difficult to run in a 1 hour session)
Trust and confidence in fellow peers questioned
All material provided at the end, reassured students
Discussion
If done in completely in the class: Explain the exercise in detail at the start of the
class Group sizes - usually not straightforward How to integrate latecomers
If done in advance: Students not attending / complexity of group
allocation
Future work
Further work with a cohort of level 4 students starting Sept 12.
Randomised into self selecting or allocated groups.
Measure student satisfaction / experience of Jigsaw exercise / group work.
References
Aronson, E., Blaney, N., Stephan, C., Sikes, J., and Snapp, M. (1978). The jigsaw classroom. C.A.: Sage Publications.
Aronson, E. and Patnoe, S. (1997). The Jigsaw Classroom: Building cooperation in the classroom. New York: Addison-Wesley.
Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement, attitudes and ethnic relations. Review of Educational Research, 50:2, pp 241 - 271.
http://www.jigsaw.org/.
Thank you
Questions / discussion
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