cooperative learning
Activity Title: Jigsaw
Background about the objective:
In a jigsaw, the class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group. Each person in the group teaches the rest of the group what he/she knows, and the group then tackles an assignment together that pulls all of the pieces together to form the full picture.
Define the problem and propose at least two questions about the topic:
TEKS 5.1 Explain when, where and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain.
What motivations did people have to leave their country of origin?
What factors determined where people settled in the United States?
Define the group name:
Part A: Organize the students into four groups based on the American settlers country or origin. French, Spanish, Dutch and English. Number each student from 1 to 4 (or 5 depending on how many students are in the class).
Part B: After students finish there research in each group, reorganize the student into new groups according to the number given to them at the start of the activity.
Name the group jobs and define their roles:
Leader: Keep everyone on task and running smoothly.
Discussion Leader: Makes sure that everyone participates.
Organizer: In charge of materials provided and collected through the investigation.
Bookkeeper: Keeps a log of activities, tracks time, and topics talked about.
Provide guidelines/rules for the group:
Contribute
Stay on task
Help each other
Share
Solve problems
Give and accept feedback from peers
List the materials needed:
Textbook
Internet Research (laptops or computer access)
Graphs (death and survival rates, raw material found in different regions, etc)
Maps (from 1400-1500's)
Notebooks
Log book
Presentation Boards
Art supplies (markers, pencils, etc)
Provide detailed steps of the activity:
Step 1: Create four groups from the students in your class : French, Spanish, Dutch and English
Step 2: Each group will become an expert on why people from Europe came to settle in the United States from the discovery of the Americas in the 1400's to the early 1500's. Each group will concentrate on one European country and why people from there decided to move and colonize North America.
Each group will answer:
1. What motivations did people have to leave their country of origin? Economics? Religious freedom?
2. What factors determined where people settled in the United States?
3. How did the settlers survive in the new land? What resources did they have available?
4. Name contributions from important historical figures and how they helped in the settlement of the new world?
Step 3: Each member will become an expert on their set of settlers.
Step 4: Then the groups will be reorganized and each expert will teach the other students what they have learned. This is the peer-teaching part of the activity.
Step 5: At the end each new group will have to summit a presentation board that brings everything together.
Background about the objective:
In a jigsaw, the class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group. Each person in the group teaches the rest of the group what he/she knows, and the group then tackles an assignment together that pulls all of the pieces together to form the full picture.
Define the problem and propose at least two questions about the topic:
TEKS 5.1 Explain when, where and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain.
What motivations did people have to leave their country of origin?
What factors determined where people settled in the United States?
Define the group name:
Part A: Organize the students into four groups based on the American settlers country or origin. French, Spanish, Dutch and English. Number each student from 1 to 4 (or 5 depending on how many students are in the class).
Part B: After students finish there research in each group, reorganize the student into new groups according to the number given to them at the start of the activity.
Name the group jobs and define their roles:
Leader: Keep everyone on task and running smoothly.
Discussion Leader: Makes sure that everyone participates.
Organizer: In charge of materials provided and collected through the investigation.
Bookkeeper: Keeps a log of activities, tracks time, and topics talked about.
Provide guidelines/rules for the group:
Contribute
Stay on task
Help each other
Share
Solve problems
Give and accept feedback from peers
List the materials needed:
Textbook
Internet Research (laptops or computer access)
Graphs (death and survival rates, raw material found in different regions, etc)
Maps (from 1400-1500's)
Notebooks
Log book
Presentation Boards
Art supplies (markers, pencils, etc)
Provide detailed steps of the activity:
Step 1: Create four groups from the students in your class : French, Spanish, Dutch and English
Step 2: Each group will become an expert on why people from Europe came to settle in the United States from the discovery of the Americas in the 1400's to the early 1500's. Each group will concentrate on one European country and why people from there decided to move and colonize North America.
Each group will answer:
1. What motivations did people have to leave their country of origin? Economics? Religious freedom?
2. What factors determined where people settled in the United States?
3. How did the settlers survive in the new land? What resources did they have available?
4. Name contributions from important historical figures and how they helped in the settlement of the new world?
Step 3: Each member will become an expert on their set of settlers.
Step 4: Then the groups will be reorganized and each expert will teach the other students what they have learned. This is the peer-teaching part of the activity.
Step 5: At the end each new group will have to summit a presentation board that brings everything together.