ERIC Number: ED465687
Record Type: Non-Journal
Publication Date: 2002-Mar-26
Reference Count: N/A
Jigsaw IV: Using Student/Teacher Concerns To Improve Jigsaw III.
Holliday, Dwight C.
Student surveys addressing cooperative learning using the Jigsaw strategies noted these concerns: (1) how does a student know he/she has the right answers? and (2) how does a group know when the answers are correct? The same research indicated concerns by social studies teachers involved with the use of the strategies: (1) how does the teacher know the students learned the required material sufficiently to move on?; and (2) how does the teacher introduce a cooperative lesson or set up the lesson to get the students' attention? These concerns were addressed with the creation of Jigsaw IV. Differences among Jigsaw II, Jigsaw III, and Jigsaw IV are illustrated in a chart (Figure 1). This paper delineates how to use Jigsaw IV. There are eight parts discussed in the paper: (1) allows for a lead-in set to introduce the lesson; (2) establishes expert questions (Figure 2) for students to answer in their home teams; (3) the students master their expert sheets in their respective expert groups ; (4) unlike Jigsaws II and III a quiz is given to each expert group based on their expert sheet; (5) students return to their home teams to teach their team members to become experts; (6) a second quiz is given to the groups to check for accuracy; (7) comes into play after the second quiz; and (8) is the assessment activity. The paper also discusses the teacher's preparation for cooperative learning and Jigsaw IV. It notes that two roles, the leader and the recorder, are handed out on a rotating basis so that every student can participate. Includes seven figures, information, and evaluation sheets. (Contains 12 references.) (BT)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A