What is Jigsaw II 2024?
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Zoe Mitchell
Studied at the University of Melbourne, Lives in Melbourne, Australia.
As an educational expert with a focus on innovative teaching strategies, I'm delighted to discuss the concept of Jigsaw II, an educational technique that was developed by Slavin in 1986. Jigsaw II is a cooperative learning strategy that builds upon the original Jigsaw method, which was designed to foster a sense of community and collaboration among students while enhancing their learning experiences.
The Jigsaw method was initially created by Elliot Aronson in the early 1970s as a way to reduce prejudice and promote understanding among students of different racial and socio-economic backgrounds. It was based on the idea that when students work together on a task, they learn not only the material but also about each other, breaking down barriers and fostering empathy.
Jigsaw II, as developed by Slavin, retains the core principles of the original Jigsaw but introduces some modifications to enhance its effectiveness. Here's how it typically works:
1. Group Formation: The class is divided into small groups, with each group focusing on a different aspect of the subject matter. Each member of the group becomes an "expert" on their assigned topic.
2. Expert Preparation: Students within their expert groups delve deeply into their specific topic, preparing to teach it to others. This phase is crucial as it ensures that each student has a solid understanding of their part of the material.
3. Teaching Phase: After the preparation, students from each expert group are reassigned to new groups where they teach their respective topics to peers who are now learning about a different aspect of the subject. This creates a dynamic learning environment where students are both teachers and learners.
4. Integration: Once all students have been taught the various parts by their peers, there is often a phase where the knowledge is integrated. This could involve discussions, group projects, or assessments that require the application of the newly shared knowledge.
5. Reflection and Reinforcement: Finally, there is a reflection phase where students consider what they have learned, how they have learned it, and the impact of the cooperative learning process on their understanding and relationships with their peers.
The benefits of Jigsaw II are manifold:
- Enhanced Learning: Students often learn more effectively when they are teaching others, as it requires them to organize and articulate the material in a way that is understandable to others.
- Increased Engagement: The process of teaching and learning from peers can make the learning process more engaging and enjoyable.
- Improved Interpersonal Skills: Working in diverse groups promotes communication, collaboration, and problem-solving skills.
- Reduced Prejudice: Just as with the original Jigsaw, Jigsaw II can help reduce prejudice by fostering a sense of community and mutual respect among students.
- Higher Achievement: Studies have shown that students who participate in cooperative learning strategies like Jigsaw II tend to achieve higher academically.
It's important to note that for Jigsaw II to be effective, it requires careful planning and implementation. Teachers must ensure that the topics are well-chosen and that the groups are well-balanced. Additionally, clear instructions and a supportive environment are essential for the success of this method.
In conclusion, Jigsaw II is a powerful educational tool that leverages the power of cooperative learning to enhance academic achievement and interpersonal skills. It is a testament to the effectiveness of collaborative learning and the importance of creating an inclusive and supportive educational environment.
The Jigsaw method was initially created by Elliot Aronson in the early 1970s as a way to reduce prejudice and promote understanding among students of different racial and socio-economic backgrounds. It was based on the idea that when students work together on a task, they learn not only the material but also about each other, breaking down barriers and fostering empathy.
Jigsaw II, as developed by Slavin, retains the core principles of the original Jigsaw but introduces some modifications to enhance its effectiveness. Here's how it typically works:
1. Group Formation: The class is divided into small groups, with each group focusing on a different aspect of the subject matter. Each member of the group becomes an "expert" on their assigned topic.
2. Expert Preparation: Students within their expert groups delve deeply into their specific topic, preparing to teach it to others. This phase is crucial as it ensures that each student has a solid understanding of their part of the material.
3. Teaching Phase: After the preparation, students from each expert group are reassigned to new groups where they teach their respective topics to peers who are now learning about a different aspect of the subject. This creates a dynamic learning environment where students are both teachers and learners.
4. Integration: Once all students have been taught the various parts by their peers, there is often a phase where the knowledge is integrated. This could involve discussions, group projects, or assessments that require the application of the newly shared knowledge.
5. Reflection and Reinforcement: Finally, there is a reflection phase where students consider what they have learned, how they have learned it, and the impact of the cooperative learning process on their understanding and relationships with their peers.
The benefits of Jigsaw II are manifold:
- Enhanced Learning: Students often learn more effectively when they are teaching others, as it requires them to organize and articulate the material in a way that is understandable to others.
- Increased Engagement: The process of teaching and learning from peers can make the learning process more engaging and enjoyable.
- Improved Interpersonal Skills: Working in diverse groups promotes communication, collaboration, and problem-solving skills.
- Reduced Prejudice: Just as with the original Jigsaw, Jigsaw II can help reduce prejudice by fostering a sense of community and mutual respect among students.
- Higher Achievement: Studies have shown that students who participate in cooperative learning strategies like Jigsaw II tend to achieve higher academically.
It's important to note that for Jigsaw II to be effective, it requires careful planning and implementation. Teachers must ensure that the topics are well-chosen and that the groups are well-balanced. Additionally, clear instructions and a supportive environment are essential for the success of this method.
In conclusion, Jigsaw II is a powerful educational tool that leverages the power of cooperative learning to enhance academic achievement and interpersonal skills. It is a testament to the effectiveness of collaborative learning and the importance of creating an inclusive and supportive educational environment.
2024-06-04 17:05:05
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Studied at the University of Cape Town, Lives in Cape Town, South Africa.
Slavin (1986) developed a variation of Jigsaw called Jigsaw II. Like Aronson's Jigsaw, each student in Jigsaw II, after preparing in an "expert" group, teaches his or her peers a particular part of the subject matter.
2023-06-17 15:35:00
Harper Lee
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Slavin (1986) developed a variation of Jigsaw called Jigsaw II. Like Aronson's Jigsaw, each student in Jigsaw II, after preparing in an "expert" group, teaches his or her peers a particular part of the subject matter.
