Category: 未分類

An Example of the Jigsaw Method

Post author By 大城明緒
Post date 2022年6月21日
No Comments on An Example of the Jigsaw Method

“Let’s learn about prenatal diagnosis and its different types.”

This is an example of a senior high school class combined with biology, health and physical education, and home economics. Expert groups of four first do research on one of the multiple types of “prenatal diagnosis.”

Then, form jigsaw groups comprising each member from different expert groups and let them compare and examine the multiple types of “prenatal diagnosis.” And let them organize the differences, purpose, and advantages/disadvantages of each type.

Let the students return to their original group (i.e., expert group), organize what they discussed in jigsaw groups, and compose reports.

This example is more complicated than the one shown in the “Implementation” section, which is called “Knowledge Constructive Jigsaw.” It also comprises the method of “poster tour.”
Students can learn about the multiple types of “prenatal diagnosis” and their differences and deepen their understanding of how “prenatal diagnosis” is conducted in real clinical settings.

未分類

An Example of Think-Pair-Share

Post author By 大城明緒
Post date 2022年6月7日
No Comments on An Example of Think-Pair-Share

“What did you learn in the last class?”

For a yearlong course, start the first several classes with this question until you get the pace of your classes.
It is a tool to clarify the emphasis on student output in your classes. You can also expect the following effects:

・It helps your students get along with each other by using it in the early stage of the course.

・It helps your students make it a habit to relate what they learned in the last class to what they will learn today.

・It helps your students clarify their memory and consciousness by outputting. It enables them to recall what they learned in the last class and relate it to what they will learn today.

・It helps your students realize the importance of how others learn by experiencing the difference in perspectives and expressions with other learners even if they are taking part in the same class.

未分類

1: Think-Pair-Share

Think-Pair-Share

1. Definition

“Think individually (THINK), then pair up (PAIR), and discuss and share ideas (SHARE).”

Think-Pair-Share is an active learning strategy conducted through the discussion procedure as described above.
It was first proposed by Frank Lyman at the University of Maryland in 1981.

2. Implementation

❶ Ask a question to your students.
❷ Give them one or two minutes to individually think about the question.
❸ Pair up the students.
❹ Let the students exchange and share their ideas in pairs.
(This step can be substituted by activities among multiple pairs at once or activities among groups of three or more.)
❺ Let each pair share their ideas with the whole class. (One person per pair/group shall be the speaker.)
❻ It takes 5–15 minutes in total. (It depends on the number of participants.)

(The image of students working in pairs)

3. Features and Tips

・It can also be used in large classes.
・It works as a practice in communicating with others.
・It can be used for various activities including warm-ups.
・It may end up chatting depending on the question or group size.
→It is necessary to set specific questions, give instructions with clarity, and be considerate of your students’ level. Avoid posing simple questions that depend on whether the students have certain knowledge or not, such as questions that ask about a specific year or name!

4. Examples

Click the following link.　→　An example of “Think-Pair-Share”

5. References and Other Materials

Click the following link.　→　　Video clips related to Think-Pair-Share

未分類

2: Jigsaw Method

Jigsaw Method

1. Definition　　

The Jigsaw Method is a technique to support collaborative learning*. *A method to support group activities
Participants can grasp the whole picture of the learning material and deepen their understanding from multiple angles by combining each component like assembling a jigsaw puzzle. It is crucial that the instructor prepare adequate problems.
The method was proposed by American social psychologist Elliot Aronson, Professor Emeritus at the University of California, Santa Cruz, in the 1970s.

2. Implementation (Example)

(1) Divide a long English passage into three parts: A, B, and C.
(Preparation and division of learning materials)
(2) Divide students into three groups (“expert groups“) and assign each group with different materials (A, B, and C). Let the members of each group cooperate with each other to translate the assigned segment of the English passage into Japanese.
(Distribution of materials and group activities)
(3) Form new groups, each comprising members from different groups (A, B, and C). It means that each new group consists of students who translated either A, B, or C.
(Reorganization of groups)
(4) Let the new groups (“jigsaw groups“) work by having each member explain the segment he/she translated. The groups will then organize the translation of the whole passage.
(Jigsaw group activities)
(5) Let each jigsaw group make presentations on their translation.
(6) It takes about 60 minutes in total. (It depends on the total number of participants and groups.)

(The image of group activity)

3. Features and Tips

・It enables the individual learners to become responsible.
・It helps participants to practice communicating with each other.
・It helps participants to develop their tolerance of the differences in ideas.
・It is necessary to set problems that deepen learning.
・Be careful of time allocation because the procedure includes the reorganization of groups.
・Be careful to divide groups equally.