ODS View Scenario/Lesson Plan Summary Page

Learning Scenario
UDL Collaborative learning - Jigsaw method
Last updated 13/05/2014, by Katerina
Language(s):
Domain: Social Studies, Science, ICT, Foreign Language Learning, Mathematics
Prerequisites - Students should be familiar with the basic concepts of collaboration (but do not have to be proficient in this), understanding that there are certain social norms such as listening to each other, not speaking too loud etc. [Indicate subject-specific prerequisites]
Learning environmentComputer-based, Lecture-based, Work-based
Special needBehavioural
Jigsaw can be an effective method to let students of different ability levels learn from each other. By placing them in groups with different ability levels students can learn from each other. As they are all expert in their own subject higher, but also lower ability students have the possibility to bring in new ideas to the discussion, and in this way build their confidence. [Add special needs based on the content/resources of the scenario]
Teaching approachCognitivist: Collaborative learning

Students learn about an ill-defined issue by means of the Jigsaw method. First, expertise groups are formed, and every group learns about a different subject. Hereafter students of each group are split and new heterogeneous groups are formed. In these groups students will converse about their subjects and together discuss how they can use their different areas of expertise to solve a common issue. They will create a final product wherein every area of expertise is taken into account. Finally, the students return to their original groups and present their final products. A test will be held to find out what students learned about their own and each other’s subjects.
Files: collaborative_learning_ods_toolbox.docx
CostUse is free of charge
CopyrightNo
Description/ main idea

Make sure that in your scenario students learn about different subjects in different groups and eventually create one product together.


Introduction
No description has been added for this phase.

Introduction of the subject

Description

In this activity the teacher explains the subject students will be studying and the activities they will perform. Students will learn in small groups about a specific subject. In this way they will become experts in this subject. Hereafter, students are placed in new groups were they will provide input based on what they learned in their expert-group. Finally, they will create a product including students’ expert views and present this to their peers. 

Types and Techniques

Receptive Type: Listening

Closing
No description has been added for this phase.

Learning the subject

Description

In this activity students read information about their subjects by highlight relevant information or taking notes. Hereafter students synthesize this information during several assignments. During these assignments the students discuss what information is needed to answer the questions by articulating possible answers and reasoning which answer fits best. Eventually the students all have a document summarizing the learned information. 

Types and Techniques

Receptive Type: Reading
Receptive Technique: Taking notes, Hightlight relevant information

Communicative Type: Discussing
Communicative Technique: Articulate reasoning

Discussion/collaboration: Solving the issue

Description

Students are now moved to heterogeneous groups where every group member has another expertise area. Students discuss the information that they learned in the previous learning activity. Every information source (information learned by the student) is relevant for the common goal of this activity. Therefore it is important that every student has the opportunity to present their subject during a discussion. Students will discuss what information of every subject is relevant for their common goal/issue by taking turns in several rounds. Eventually students need to have an idea about what is most relevant for their common goal. For example, this can be documented by creating a top 10 of useful alternatives/necessary elements.

Types and Techniques

Communicative Type: Discussing, Presenting
Communicative Technique: Debate/discussion, Rounds

Developing the final product

Description

Students will create a product (drawing/paper) visualizing/describing their common goal to solve the issue at hand. The ideas discussed in the previous learning activity will be used as input for the creation of the product. 

Types and Techniques

Productive Type: Creating
Productive Technique: Product

Closing
No description has been added for this phase.

Presenting the final product

Description

Students are divided into the expertise groups of the first learning activity. In these groups the students present their final products to their group members. After the presentations the group will discuss similarities and differences in their products in a panel discussion. 

Types and Techniques

Communicative Type: Discussing, Presenting
Communicative Technique: Panel discussion, Peer exchange

Test about the subject

Description

Students will individually answer the test questions. Test questions are about the subject of their expertise, and the areas of expertise of the other students. 

Types and Techniques

Productive Type: Producing
Productive Technique: Exercise, Test

Expiremental Type: Applying