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JIGSAW PUZZLE a didactical implementation for teaching
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It’s a different and interesting way of learning…
Jigsaw Puzzle is a collaborative teaching method in which various inquiry activities promote the development of empathy and tolerance. Like in board game Jigsaw Puzzle, in this method each student at first studies and then teaches his classmates the part of the subject section he had to study. The same do all the other students. The method goals to: develop the creative thought of the students Develop, by collaborating, social skills such as empathy and tolerance promote the dialogue as didactical approach make students discover knowledge by themselves. initiate the low-profile students. It’s a different and interesting way of learning…
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The structure of the method and the teaching-learning environment.
1st stage We form groups included 4 or 5 people the most. The members of each group should differ regarding sex, nationality, skills. We define a student -coordinator We call them mother groups. We divide the didactical subject in 4 or five subsections depending on the members of each group. Each student studies a different sub section. He must understand , by been giving questions, the dimensions of the subject and take notes. Duration: about 15’ or 20’ minutes, depending on the subject.
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2nd stage We create the experts groups. Each of these groups consists of the students who studied, in their mother groups, the same subsection. The experts discuss about their subject, they express their opinion, exchange points of view, resolve their doubts and make suggestions. At the end, each of them supplements his notes by the new elements aroused via the dialogue.
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3d stage Students leave the experts groups and they form again their mother teams. Now each of them has to teach the other members of the group what he/she learned about the specific section he had to study. All together try to compose each small part (puzzle) of knowledge in order to come out to conclusions and understand the whole dimensions of the teaching field. At the end they have to present the results of their work, by creating for example a mind map of the whole subject.
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The structure of the method
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Implemented at the 2nd class of 5th Lyceum of Volos, our school
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School Curriculum: History of modern times Subject: The industrial Evolution, manufacturing developments in late 18th century
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JIGSAW PUZZLE Class: 18 students
Duration: 4 hours, inside the school schedule Tools: the school history book and copies giving information about the subject Teacher: Argyraki Sofia, language and history teacher
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The procedure 1st stage The students were divided into 4 groups by the criteria mentioned above. In their mother groups each of them was given a different text referred to a different dimension of the industrial evolution. Each student had to read the text, understand its meaning and answer by taking notes to a basic question.
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1st stage The topics each of them studied were:
The reasons why the industrial revolution began in England The technical innovations that this phenomenon promoted The living conditions of the workers (eg. miserable accommodation, child labor in industries, accidents, abuse of workers) The base of the industrial revolution: the economical liberalism and its principles. The unions try to fight exploitation.
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Students in their mother groups
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2nd stage Leaving their mother groups, students join the experts groups who studied the same subject They exchange opinions about their subject and interact with each other. This is the most important and joyful part of the procedure, because students collaborate and come closer. When they finish, they join again their mother groups.
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Students in experts groups
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They interact with each other
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3d stage In their mother groups each student tries to put his ideas and the knowledge he gained across the other students. The result: everyone’s individual work contributes to a global composition of the didactical subject. Each group represents its survey by creating a mind map: they draw a diagram of each part of information gathered and clarifying the aspects of the industrial revolution. The diagram should “catch the eye” by including painting, collage or photos.
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EVALUATION Students had fun Collaborated and communicated Took initiatives Students of low interest found interest in learning Nobody rushed out of the classroom as soon as the bell rang!!!!!!
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