Anne guided our groups through the cooperative learning tool, jigsaws. How did you use jigsaws with your students?
She also provided us with some graphic organizers. Please feel free to share any cool application you've thought of for them.
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I used the Spider Web with a small group of students. I created the web in a NeoOffice file, used landscape format and put in more lines for details so that there would be more room for the information. First I modeled how to use the Spider Map, then they did a guided practice. Next I will ask them to use it independently.
ReplyDeleteDetails:
The students read an information passage, highlighted the important details and then grouped the details into four main topics. These topics went on the spider legs and the details were added. The next step was to use the main topics and “get the gist” and create a summary of the main idea. The final product was a visual of the informational passage. We brainstormed on how this graphic organizer might be used in other classes: prepare for a test, prepare a prewrite for an essay, summarize key information in reading homework.
If anyone wants the revised Spider Web, send me an email and I’ll send it as an attachment. mdale@sad22.us
Margot Dale
Hampden Academy
What I have found in the past few years as I have taken a few classes about teaching nonfiction/teaching reading across the curriculum is that as I become more familiar with strategies and try some they are much easier to use on a regular basis - without even really thinking about it. It has definitely taken me awhile to be able to do this but I am sharing that with you who are finding it a bit difficult - it will come! I think the students have enjoyed the different strategies as well since it changes the dynamic of the classroom.
ReplyDeleteI have used jigsaws for different concepts - all in science class so far. Once I was able to find different articles about animal adaptations and they were different reading levels as well so that worked very well as a differentiated jigsaw activity. They did the model we used at the last meeting. Another concept is with body systems - I teach parts of several systems, but the kids become experts in one. For a graphic organizer I used one for a writing project that went along with the read aloud Fever 1793. I would like to think of some other ways to use them and am thinking I could actually tie using them as they learn about their body system for the jigsaw. Perhaps I would use a spider web like Margot described with topics like organs, function, location, etc. for students to use as they learn more about their system.
How fantastic that you used texts with different lexiles!! Way to go, Lee!
ReplyDeleteI've had a lot of fun using jigsaws. We have been studying India both ancient and present day - very complex culture for them because it is so different from our area of familiarity (here in Bucksport!) No textbooks (by choice); for this unit I used articles in Faces & Calliope magazine which, in this case, discussed different aspects of Hinduism. Each group would read an article, come to consensus on what were the most essential points, then regroup and discuss. The kids got a lot out of it not only because I convinced them that they were reading one article & getting the benefit of three, but because they were learning from each other, they were "expert,"it utilized their favorite activity - socializing. I will incorporate this into most units because it it very effective.
ReplyDeleteI was motivated by the annotation strategy and have used it with varying degrees of success in several classes. My mid-level sophomores responded well, but the lower-level students found it more difficult. What I liked for that class, however, was that it helped to reveal some reading attention and comprehension issues that some students effectively mask during when using other strategies.
ReplyDeleteMy mid-level students found it combersome, but did admit that they paid closer attention to the text (bonus!) and retained more than they usually would (another bonus!)
Overall, I'm very pleased with the new strategy and plan on using it mostly with non-fiction work in my English classes.
I used the jigsaw model with my 5th graders to learn about invertebrates. I used our science textbook and divided the lesson into four sections. Each group became "experts" in a particular classification of invertebrate. My students were excited about gathering the information and teaching their classmates and knowing they didn't have to read the whole chapter was an added bonus. I found this strategy very effective and will use it again.
ReplyDeleteI have done a variation of jigsawing - students studying fractions are assigned to a group; each group is assigned an operation. They have to discuss as a group how they would best teach their concept; create examples with solutions and also discuss what might be some common errors. The students then rotate through the groups. The advanced students choose fraction problems from the 'challenge book' and work cooperatively solving these.
ReplyDeleteThe graphic organizer that I used for my science class was a web diagram. Key words are scattered randomly on the page; then students highlight or draw lines to words that are connected to each other. My lesson was on body systems. I placed the body systems and words associated with each group on the page. The goal was to have a basic understanding of each system's function and parts. Students would then create a brochure on one system.
ReplyDeleteStudent response was mixed with the organizer. The biggest complaint was that it is messy, and some students preferred to place the words into a chart. On the other hand there were a group of students (visual/artistic) that were motivated by using color and searching for words.
I had used the jig saw activities before, but used it again as we reviewed John Locke and how he later influenced the authors of the Declaration of Independence. I had four groups to report out on his background, ideas about natural rights, state of nature and his ideas on a social contract.
ReplyDeleteStudents reviewed info that was given and then presented their info. in an interesting and unique way. Ex. Wheel of fortune skit, etc.
I also used the spider web graphic organizer as a guided reading activity. As students read from their textbooks on the Declaration of Independence they took notes on the four basic ideas from their reading. I did model the activity before having students work independently. We wrote down the four main ideas together.
On yet another assignment looking at the four parts of the Declaration of Independence, I had given students a choice to use a graphic organizer that I already had available or to answer questions from a traditional worksheet. Students were split, half chose the traditional Q&A while the other half chose to do the web.
I will say that many of my special ed. students found the web confusing and opted for the worksheet with questions.
I have been using jigsaws and now I am beginning to use them in a project we just started called "The Truth and Nothing But the Truth", a project that involves extensive discussion about school issues and persuasive articles. We are building background knowledge and using a jigsaw activity to support this. I have articles students will read, discuss and share.
ReplyDeleteGraphic organizers are also a part of this activity and I have developed organizers to help students identify persuasive techniques used in the articles.
The graphic organizer I used in Intergrated Chemistry for atomic structure is a web diagram.
ReplyDeleteStarting with the key particles of an atom, their numbers and arrangement. From their we focused on the numberof valence electrons and how that is linked to chemical families, properties and finally bonding.
Request: Kristen, your partingwords lastmonth referred to visualization... would you please elaborate on yourparting statement. Thanks.