(教研室推荐)拼图阅读Jigsaw reading教学(48P).ppt

jigsaw readingjigsaw reading what is what is “ “jigsawjigsaw” ”? ? if the jigsaw puzzle if the jigsaw puzzle is divided into four is divided into four parts, parts, each of the four each of the four players keeps 1 players keeps 1 part. part. what should the what should the four players do to four players do to complete the complete the jigsaw?jigsaw? cooperatecooperate this is what this is what jigsaw reading jigsaw reading is all about.is all about. jigsaw activitiesjigsaw activities a jigsaw activity is a jigsaw activity is a group activity in which a group activity in which each member is each member is dependent on the others dependent on the others for part of the info. for part of the info. in other words, in order in other words, in order to complete a task, to complete a task, group members must group members must cooperate. cooperate. student asstudent as student bsstudent bs student csstudent cs student dsstudent ds each member is each member is dependent on the others dependent on the others for part of the infofor part of the info comments:comments: a jigsaw provides a good way for a jigsaw provides a good way for staff members to learn staff members to learn new contentnew content and also provides an opportunity and also provides an opportunity for staff members to for staff members to teach each teach each otherother what they have learned. what they have learned. is cooperation necessary and is cooperation necessary and essential in reading?essential in reading? directions 1 prepare reading material1 prepare reading material provide provide fourfour articles or articles or longerlonger articles that have been broken articles that have been broken down into down into fourfour sections. sections. 2 jigsaw groups2 jigsaw groups students are put into groups of students are put into groups of fourfour-their jigsaw groups. within -their jigsaw groups. within these groups, these groups, eacheach person is person is assigned a assigned a differentdifferent letterletter: a, b, : a, b, c, d, which will c, d, which will correspond tocorrespond to an an assigned text (a, b, c, d). assigned text (a, b, c, d). a a b b c c d d students are made to realize that students are made to realize that they are responsible for the success they are responsible for the success or failure of everyone on their team. or failure of everyone on their team. they do this by being responsible they do this by being responsible for communicating the information for communicating the information they learn in their they learn in their expert groupsexpert groups. . before moving into their expert groups, before moving into their expert groups, students are told to remember who is in students are told to remember who is in their jigsaw group, because they will their jigsaw group, because they will reassemblereassemble later to later to share and be testedshare and be tested on what they have learned in their expert on what they have learned in their expert groups.groups. so here it is important to make ss “high”so here it is important to make ss “high” completely get pletely get involved. 3 expert groups:3 expert groups: next, the teacher divides students next, the teacher divides students into expert groups by putting into expert groups by putting allall of of the as in one group, all of the bs in the as in one group, all of the bs in one group, all of the cs in one group one group, all of the cs in one group and all of the ds in one group. and all of the ds in one group. a a b b c c d d a a b b c c d d a a b b c c d d a a b b c c d d group agroup agroup bgroup b group cgroup c group dgroup d jigsawjigsaw groupgroup expertexpert groupgroup 3 expert groups:3 expert groups: the teacher informs the groups that the teacher informs the groups that it is the task of everyoneit is the task of everyone in the expert in the expert group to ensure that everyone else in group to ensure that everyone else in that group that group thoroughly understandsthoroughly understands what they read.what they read. the teacher passes out the reading text the teacher passes out the reading text lettered a, b, c, and d.lettered a, b, c, and d. the teacher does some pre-reading the teacher does some pre-reading exercises.exercises. for example: skimming the reading and for example: skimming the reading and find the gist; solving new words togetherfind the gist; solving new words together then they are asked to then they are asked to shareshare what they what they have learnedhave learned and to and to share the answers to share the answers to exercisesexercises within the expert group. within the expert group. they should also be encouraged to they should also be encouraged to rehearserehearse exactly what they will say exactly what they will say when they go back to their jigsaw when they go back to their jigsaw groups.groups. it is important to give students it is important to give students sufficient timesufficient time to do this, or they to do this, or they will not learn the material will not learn the material thoroughly and the teacher will find thoroughly and the teacher will find that they tend to read the material that they tend to read the material when they return back to their when they return back to their jigsaw groups.jigsaw groups. the teacher may give students written or oral instructions for carrying out their expert group assignment. the following instructions provides an example. 1. read your passage quickly for 1. read your passage quickly for general comprehension.general comprehension. 2. read the passage again, and make 2. read the passage again, and make sure you know all of the vocabulary.sure you know all of the vocabulary. 3. do the vocabulary and 3. do the vocabulary and comprehension questions and then comprehension questions and then check them in your expert group, so check them in your expert group, so that you are sure you can teach the that you are sure you can teach the story and vocabulary to your jigsaw story and vocabulary to your jigsaw group later.group later. 4. consult your teacher if there is 4. consult your teacher if there is something you dont understand.something you dont understand. 5. role-play with your neighbor how 5. role-play with your neighbor how you will tell your story and teach new you will tell your story and teach new vocabulary when you rejoin your vocabulary when you rejoin your jigsaw group.jigsaw group. 4 jigsaw groups revisited:4 jigsaw groups revisited: students are directed to return to students are directed to return to their jigsaw groups.their jigsaw groups. each person each person takes a turntakes a turn to explain to explain the content of his or her reading, and the content of his or her reading, and to teach the vocabulary and other to teach the vocabulary and other parts of the teachers assignment.parts of the teachers assignment. a a b b c c d d the teacher instructs students to the teacher instructs students to ensure that everyone in their group ensure that everyone in their group understands every aspect of the text understands every aspect of the text of everyone else in the jigsaw group.of everyone else in the jigsaw group. the teacher gives each student a the teacher gives each student a time limittime limit, but ensures that there is , but ensures that there is sufficient timesufficient time to complete the task. to complete the task. others in the group should ask others in the group should ask questions to questions to get clarificationget clarification. . “what does mean?”“what does mean?” the teacher also instructs students the teacher also instructs students how much total time the group has how much total time the group has before they before they will be tested as a groupwill be tested as a group. . the teacher tells students that the test the teacher tells students that the test will include will include questions from all textsquestions from all texts, , and that the jigsaw groups will and that the jigsaw groups will receive receive a group marka group mark depending depending upon how well each individual in the upon how well each individual in the group achieved on the test.group achieved on the test. 5 testing:5 testing: students write the test. the teacher students write the test. the teacher may test the group as a whole, or may test the group as a whole, or individuals in the group.individuals in the group. 6 assessing:6 assessing: it is desirable to receive feedback it is desirable to receive feedback from the students and build an from the students and build an awareness of cooperation by asking awareness of cooperation by asking questions such as:questions such as: how did your group do in the test?how did your group do in the test? how could you have done better?how could you have done better? what did you observe about the group interactions?what did you observe about the group interactions? what did you think was most effective in this exercise?what did you think was most effective in this exercise? what did you think was least effective?what did you think was least effective? sum up:sum up: l. find an appropriate text(s), l. find an appropriate text(s), and a better ways to adapt it for and a better ways to adapt it for a jigsaw reading exercise.a jigsaw reading exercise. 2. divide the reading into 2. divide the reading into sections, or devise different sections, or devise different versions of the same story for versions of the same story for expert groups.expert groups. sum up:sum up: 3. 3. formulateformulate some exercises that will some exercises that will help students read and understand help students read and understand difficult words and sentences in their difficult words and sentences in their expert groups which will later be expert groups which will later be shared in jigsaw groups.shared in jigsaw groups. 4. be sure the format of the exercises is 4. be sure the format of the exercises is such that students can take back the such that students can take back the information to their jigsaw groups information to their jigsaw groups sum up:sum up: 5. formulate some guidelines for 5. formulate some guidelines for discussion for jigsaw groups.discussion for jigsaw groups. 6. devise a short test to evaluate 6. devise a short test to evaluate jigsaw groups comprehension of jigsaw groups comprehension of text(s).text(s). students responsibilitiesstudents responsibilities the 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. if student a does not help student b, then both students will fail. teachers roleteachers role the teachers role is to set up the teachers role is to set up reasonable, realistic, challengingreasonable, realistic, challenging activities, and communicate the activities, and communicate the rules for carrying out those rules for carrying out those activities. the rules should be activities. the rules should be conducive to the conducive to the philosophy of philosophy of cooperationcooperation. . teachers roleteachers role once a teacher has clearly laidonce a teacher has clearly laid out the tasks and motivated the out the tasks and motivated the activity, she or he should step activity, she or he should step back, acting only as a facilitator back, acting only as a facilitator so that students can use their so that students can use their inventiveness and creativity to inventiveness and creativity to solve the problem.solve the problem. advantagesadvantages 1. 1. increases student independence:increases student independence: students realize that they can students realize that they can work independently of the teacher. work independently of the teacher. thus, students become more self thus, students become more self reliant learners both within and reliant learners both within and outside of class.outside of class. 2. 2. promotes peer teaching:promotes peer teaching: students are dependent upon each students are dependent upon each other for the acquisition of other for the acquisition of rmation. each person has a chance to offer each person has a chance to offer something of importance, and each something of importance, and each person has something to learn person has something to learn from his or her peers.from his or her peers. 3. 3. can be used in multi-level can be used in multi-level classrooms:classrooms: weak and strong readers can be put weak and strong readers can be put together in the same group because together in the same group because the reading text that one receives is the reading text that one receives is different from the reading text that different from the reading text that another receives.another receives. it allows teachers to level students it allows teachers to level students and give them suitable readings. and give them suitable readings. this ensures that no one is bored, this ensures that no one is bored, but that each learner has but that each learner has information that the others in the information that the others in the group require to complete the task.group require to complete the task. 4. 4. can be used in a variety of content can be used in a variety of content areas:areas: everyone in the class is challenged, everyone in the class is challenged, and this challenge leads to more and this challenge leads to more effective learning. in addition, effective learning. in addition, students are active, both mentally students are active, both mentally and physically, while being exposed and physically, while being exposed to a wealth of new language and to a wealth of new language and language forms.language forms. 5.can be adapted for use in all age 5.can be adapted for use in all age groups:groups: teachers may want to group teachers may want to group students according to same age students according to same age levels, same or different sex, levels, same or different sex, depending on the story. thus, the depending on the story. thus, the technique can be used in different technique can be used in different kinds of classrooms.kinds of classrooms. 6. promotes individual and group6. promotes individual and group responsibility: students see their responsibility: students see their worth within the group, which worth within the group, which develops self confidence and self develops self confidence and self respectrespect 7. avoids dominance by one group 7. avoids dominance by one group member.member. everyone is responsible for his or everyone is responsible for his or her own learning as well as the her own learning as well as the learning of everyone else and the learning of everyone else and the ultimate score of the group.ultimate score of the group. 8. creates peer acceptance and 8. creates peer acceptance and understanding:understanding: students have an opportunity to students have an opportunity to interact with each eract with each other. 9. develops social social-skills such 9. develops social social-skills such as:as: a. turn-taking, a. turn-taking, b. polite interruption, b. polite interruption, c. cooperation, c. cooperation, d. mutual interdependence, d. mutual interdependence, e. encouragement, and e. encouragement, and f. moral support. f. moral support. 10. aids in assessment:10. aids in assessment: teachers can assess their teachers can assess their students progress in a variety of students progress in a variety of skill areas as students participate skill areas as students participate in the activity. in the activity. 10. aids in assessment:10. aids in assessment: this opportunity is desirable this opportunity is desirable where a teacher is working with where a teacher is working with groups of language or literacy groups of language or literacy learners, or where a teacher is learners, or where a teacher is working in a specific content area working in a specific content area at the same time as helping at the same time as helping students develop their reading and students develop their reading and writing skills (plow, 1990).writing skills (plow, 1990). potential disadvantages:potential disadvantages: it is unfair to present the benefits it is unfair to present the benefits of the jigsaw reading without of the jigsaw reading without presenting its shortcomings as presenting its shortcomings as well.well. first,first, if students do not fully if students do not fully understand the paper they are understand the paper they are presenting, presenting, they will spread incorrect they will spread incorrect information to their group members, information to their group members, and it is difficult toand it is difficult to determine if the students have determine if the students have adequately understood the articles adequately understood the articles they are presenting.they are presenting. potential disadvantages:potential disadvantages: what could be done to make up for it?what could be done to make up for it? 1 .1 .while wandering the class from while wandering the class from group to group, the teacher can listen group to group, the teacher can listen in on the presentations and interject in on the presentations and interject comments to partially solve this comments to partially solve this problem. unfortunately, problem. unfortunately, monitoring all of the information monitoring all of the information being presented is difficult for a being presented is difficult for a teacher, especially in large classes.teacher, especially in large classes. what could be done to make up for what could be done to make up for it