Jigsawreading教學(xué)法的介紹及其應(yīng)用

1、Jigsaw readingWhat is “Jigsaw”?CooperateIf the jigsaw puzzle is divided into four parts, This is what each of the four jigsaw reading players keeps 1 part. is all about.What should the four players do to complete the jigsaw?Jigsaw ActivitiesA jigsaw activity is a group activity in which each member

2、is dependent on the others for part of the info. for part of the infoIn other words, in order to complete a task, group members must cooperate. Student AsStudent BsStudent CsStudent DsCOMMENTS:A jigsaw provides a good way for staff members to learn new contentand also provides an opportunity for sta

3、ff members to teach each other what they have learned.Is cooperation necessary and essential in reading?Directions1 Prepare reading materialProvide four articles or longerarticles that have been broken down into four sections.ABCD2 Jigsaw groupsStudents are put into groups of four-their jigsaw group

4、s. Within these groups, each person is assigned a different letter: A, B, C, D, which will correspond to an assigned text (A, B, C, D). Students are made to realize that they are responsible for the success or failure of everyone on their team. They do this by being responsible for communicating the

5、 information they learn in their expert groups. Before moving into their expert groups, students are told to remember who is in their jigsaw group, because they will reassemble later to share and be testedon what they have learned in their expert groups.So here it is important to make Ss “high”compl

6、etely get involved.3 Expert Groups:Next, the teacher divides students into expert groups by putting all of the As in one group, all of the Bs in one group, all of the Cs in one group and all of the Ds in one group. ExpertgroupGroup A Group B Group C Group DAABBBBCCCCDDDDJigsawgroupAA3 Expert Groups:

7、The teacher informs the groups that it is the task of everyone in the expert group to ensure that everyone else in that group thoroughly understandswhat they read.The teacher passes out the reading text lettered A, B, C, and D.The teacher does some pre-reading exercises.For example: skimming the rea

8、ding and find the gist; solving new words togetherThen they are asked to share what they have learned and to share the answers to exercises within the expert group. They should also be encouraged to rehearse exactly what they will say when they go back to their jigsaw groups.It is important to give

9、students sufficient time to do this, or they will not learn the material thoroughly and the teacher will find that they tend to read the material when they return back to their jigsaw groups.The teacher may give students written or oral instructions for carrying out their expert group assignment. Th

10、e following instructions provides an example.1. Read your passage quickly for general comprehension.2. Read the passage again, and make sure you know all of the vocabulary.3. Do the vocabulary and comprehension questions and then check them in your expert group, so that you are sure you can teach th

11、e story and vocabulary to your jigsaw group later.4. Consult your teacher if there is something you dont understand.5. Role-play with your neighbor how you will tell your story and teach new vocabulary when you rejoin your jigsaw group.ABCD4 Jigsaw Groups Revisited:Students are directed to return to

12、 their Jigsaw groups.Each person takes a turn to explain the content of his or her reading, and to teach the vocabulary and other parts of the teachers assignment.The teacher instructs students to ensure that everyone in their group understands every aspect of the text of everyone else in the jigsaw

13、 group.The teacher gives each student a time limit , but ensures that there is sufficient time to complete the task. Others in the group should ask questions to get clarification.“What does mean?”The teacher also instructs students how much total time the group has before they will be tested as a gr

14、oup.The teacher tells students that the test will include questions from all texts, and that the jigsaw groups will receive a group mark depending upon how well each individual in the group achieved on the test.5 Testing:Students write the test. The teacher may test the group as a whole, or individu

15、als in the group.6 Assessing:It is desirable to receive feedback from the students and build an awareness of cooperation by asking questions such as:How did your group do in the test?How could you have done better?What did you observe about the group interactions?What did you think was most effectiv

16、e in this exercise?What did you think was least effective?Sum up:l. Find an appropriate text(s), and a better ways to adapt it for a jigsaw reading exercise.2. Divide the reading into sections, or devise different versions of the same story for expert groups.Sum up:3. Formulate some exercises that w

17、ill help students read and understand difficult words and sentences in their expert groups which will later be shared in jigsaw groups.4. Be sure the format of the exercises is such that students can take back the information to their jigsaw groups Sum up:5. Formulate some guidelines for discussion

18、for jigsaw groups.6. Devise a short test to evaluate jigsaw groups comprehension of text(s).Students responsibilitiesThe students responsibilities in cooperative learning are to work on the assigned tasks as a cooperative group. Each student is responsible for the success or failure of the others. I

19、f Student A does not help Student B, then both students will fail.Teachers roleThe teachers role is to set up reasonable, realistic, challengingactivities, and communicate the rules for carrying out those activities. The rules should be conducive to the philosophy of cooperation. Teachers roleOnce a

20、 teacher has clearly laidout the tasks and motivated the activity, she or he should step back, acting only as a facilitator so that students can use their inventiveness and creativity to solve the problem.Advantages1.Increases student independence:Students realize that they can work independently of

21、 the teacher. Thus, students become more self reliant learners both within and outside of class.2.Promotes peer teaching:Students are dependent upon each other for the acquisition of information.Each person has a chance to offer something of importance, and each person has something to learn from hi

22、s or her peers.3.Can be used in multi-level classrooms:Weak and strong readers can be put together in the same group because the reading text that one receives is different from the reading text that another receives.It allows teachers to level students and give them suitable readings. This ensures

23、that no one is bored, but that each learner has information that the others in the group require to complete the task.4.Can be used in a variety of content areas:Everyone in the class is challenged, and this challenge leads to more effective learning. In addition, students are active, both mentally

24、and physically, while being exposed to a wealth of new language and language forms.5.Can be adapted for use in all age groups:Teachers may want to group students according to same age levels, same or different sex, depending on the story. Thus, the technique can be used in different kinds of classro

25、oms.6. Promotes individual and groupResponsibility: Students see their worth within the group, which develops self confidence and self respect7. Avoids dominance by one group member.Everyone is responsible for his or her own learning as well as the learning of everyone else and the ultimate score of

26、 the group.8. Creates peer acceptance and understanding:Students have an opportunity to interact with each other.9. Develops social social-skills such as:a. turn-taking,b. polite interruption, c. cooperation,d. mutual interdependence,e. encouragement, andf. moral support.10. Aids in assessment:Teach

27、ers can assess their students progress in a variety of skill areas as students participate in the activity. 10. Aids in assessment:This opportunity is desirable where a teacher is working with groups of language or literacy learners, or where a teacher is working in a specific content area at the sa

28、me time as helping students develop their reading and writing skills (Plow, 1990).Potential disadvantages:It is unfair to present the benefits of the jigsaw reading without presenting its shortcomings as well.First, if students do not fully understand the paper they are presenting, Potential disadva

29、ntages:they will spread incorrect information to their group members, and it is difficult todetermine if the students have adequately understood the articles they are presenting.What could be done to make up for it?1 .While wandering the class from group to group, the teacher can listen in on the pr

30、esentations and interject comments to partially solve this problem. Unfortunately, monitoring all of the information being presented is difficult for a teacher, especially in large classes.What could be done to make up for it?2 .The selection of papers that are easily accessible to the class is also

31、 an important issue in this regard.Papers at the very upper limit of the students ability to read and comprehend are probably inappropriate for this assignment. What could be done to make up for it?3. Provide a worksheet that simply asks the listener to list the key points of each presenter.This worksheet could even be handed out in advance so that