601.2.8-03 1 Task 601.2.8-03 James M. Boldosser, Sr. Human Development and Learning Western Governors University October 4, 2007 601.2.8-03 2 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. 601.2.8-03 3 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 overlooked. 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. 601.2.8-03 4 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. Reference: 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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