Learning Exercise
Teaching Writing and Jigsaw Method
This lesson embraces the cooperative learning technique of using jigsaw and expert groups to make meaning with various class members and reconvene to unite a concept. The focus is connected to the writing practices (roles) that a writer employs.
Course: The Teaching of English
- Material:
- The Jigsaw Classroom: A co-operative learning technique
- Date last modified:
- March 7, 2006
- Created by:
- Nicholle Schuelke Berg
- License:
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Exercise
Anticipatory Set:
Free-writing opportunities on area of letter of introduction. Discussion of
ideas that guided decisions made while writing.
Procedures:
Lecture/Discussion activities regarding three-cueing system and writing
interactions (a review and addition to ideas from prior class sessions.
Introduce jigsaw activity, sharing the purpose of the cooperative method, the
connection to writing practices, the expert group and the jigsaw group roles,
the timeline for working.
1. Define jigsaw group learning.
2. Introduce writing practice roles: meaning manager, text manager, power
manager, audience manager. Give time to assemble individual thoughts about the
roles (minutes)
3. Assign jigsaw group. Have groups assign individual tasks: select one
manager role.
4. Gather in expert groups to assemble thoughts/ideas about manager roles.
5. Regroup in jigsaw groups and dialogue thoughts. Note generalizations on
chart.
6. Complete assess ment.
Lecture/Discussion activities about the research on writing and the natures of
the writing process. Share article by Tom Romano (2004): The Power of Voice.
Conclude class session with read-aloud from Teaching Adolescents to Write: The
Unsubtle Art of Naked Teaching (Baines and Kunkel, 2003)
Free-writing opportunities on area of letter of introduction. Discussion of
ideas that guided decisions made while writing.
Procedures:
Lecture/Discussion activities regarding three-cueing system and writing
interactions (a review and addition to ideas from prior class sessions.
Introduce jigsaw activity, sharing the purpose of the cooperative method, the
connection to writing practices, the expert group and the jigsaw group roles,
the timeline for working.
1. Define jigsaw group learning.
2. Introduce writing practice roles: meaning manager, text manager, power
manager, audience manager. Give time to assemble individual thoughts about the
roles (minutes)
3. Assign jigsaw group. Have groups assign individual tasks: select one
manager role.
4. Gather in expert groups to assemble thoughts/ideas about manager roles.
5. Regroup in jigsaw groups and dialogue thoughts. Note generalizations on
chart.
6. Complete assess ment.
Lecture/Discussion activities about the research on writing and the natures of
the writing process. Share article by Tom Romano (2004): The Power of Voice.
Conclude class session with read-aloud from Teaching Adolescents to Write: The
Unsubtle Art of Naked Teaching (Baines and Kunkel, 2003)
Requirements
Topics
Teaching English
Methods Courses
Teaching Language Arts
Type of Task
Learning Objectives
2.demonstrate teacher-researcher model of inquiry to analyze methodological practices by considering theoretical grounding from the text and experiences.
3.evaluate methods or strategies which support student learning.