3984723 Task Nine2 by T5vwZJ


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      Task 601.2.8-03

   James M. Boldosser, Sr.

Human Development and Learning

  Western Governors University

      October 4, 2007
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   Considering the amount of elements of the objective, I would use the Jigsaw

technique and modify the amount of students to include four students per group. I have

chosen to alter the amount of students per group because there are four obvious

elements of the objective, and I think the students would benefit from focusing on one

section via several learning opportunities.

   1. The first step is to create the groups. Ideally, I would base the groups on

       educational ability as displayed through previous work or quizzes, race, and

       gender. When creating groups for STAD, Slavin (2000) suggests, “rank[ing]

       [students] from top to bottom on some measure of academic performance and

       divide the ranked list into quarters, placing any extra students in the middle

       quarters.” I would likely incorporate this technique when creating these groups

       because. Placing advanced students with less advanced students offers an

       opportunity for peer support. Additionally, creating diverse groups offers more

       ideas and different perspectives on the material. Finally, creating diverse groups

       helps students to work with members who may have different views or opinions.

   2. To maintain the group’s goal and group order, I would assign a leader.

       According to Arson (2007), the leader should be the most mature person in the

       group. Students are now assigned individual sections on which they will become

       “experts” after reviewing all of the information as a group.

   3. The third step for the team is to read the assigned material as a group. Each

       group member will read his or her assigned section. Reading the material as a

       group offers an opportunity for students to gain an understanding of unfamiliar

       words or concepts with the help of their group members.
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4. Students will disburse to independently review their individually assigned

   sections (e.g., tidal changes, plants, animals, and the definitions of each of the

   following: salt marsh, tide, cord grass, marsh hay, burrow, and gills). Students

   have an opportunity to gain an understanding and master their section without

   external distractions. Some student work more efficiently when working at his or

   her own pace while working independently.

5. Upon reviewing individual sections, students will collaborate with other teams’

   members who have the same individual section. This type of collaboration will

   provide an opportunity to re-review the content and potentially learn something


6. Students will return to their groups where they will present information as

   experts. By presenting information to the group, students now have an

   opportunity to learn about the other elements of the objective, and other students

   have an opportunity to ask questions. It is necessary to learn about the other

   elements in order to contribute to the paragraph writing process.

7. Students will all work together to contribute to the process of writing the

   paragraph that will comprise at least five facts that they have learned. Writing the

   paragraph promotes a collaborative process that requires students to interact

   and discuss the material. Additionally, by working together on the paragraph,

   students have another opportunity to retain the information and prepare

   themselves for the individual assessment.

8. Students will take individual quizzes that assess knowledge of all elements of the

   objective. Individual scores will be combined to determine a group score.
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       Student and group assessments will help the teacher determine whether the

       learning objective have been met.

   As a teacher, I will assess students individually via the individual quizzes. I will

assess group performance by the result of the group score and the group paragraph.

The group score will be calculated by the sum of the members’ individual quiz scores

divided by the number of members. The paragraph will be scored based on a rubric

that I will provide prior to assigning groups.


Arson, E. (2007). Jigsaw Classroom: Jigsaw in 10 Easy Steps. Retrieved October 9,

       2007, from http://www.jigsaw.org/steps.htm

Slavin, R. E. (2000). Educational psychology: Theory and practice (6th ed.). Needham

       Heights: Pearson.

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