Jigsaw-reading教学法的介绍及其应用

Jigsawreading,Whatis“Jigsaw”?,Ifthejigsawpuzzleisdividedintofourparts,eachofthefourplayerskeeps1part.Whatshouldthefourplayersdotocompletethejigsaw?,Cooperate,Thisiswhatjigsawreadingisallabout.,JigsawActivities,Ajigsawactivityisagroupactivityinwhicheachmemberisdependentontheothersforpartoftheinfo.Inotherwords,inordertocompleteatask,groupmembersmustcooperate.,StudentAs,StudentBs,StudentCs,StudentDs,eachmemberisdependentontheothersforpartoftheinfo,COMMENTS:,Ajigsawprovidesagoodwayforstaffmemberstolearnnewcontentandalsoprovidesanopportunityforstaffmemberstoteacheachotherwhattheyhavelearned.Iscooperationnecessaryandessentialinreading?,Directions,1PreparereadingmaterialProvidefourarticlesorlongerarticlesthathavebeenbrokendownintofoursections.,2JigsawgroupsStudentsareputintogroupsoffour-theirjigsawgroups.Withinthesegroups,eachpersonisassignedadifferentletter:A,B,C,D,whichwillcorrespondtoanassignedtext(A,B,C,D).,A,B,C,D,Studentsaremadetorealizethattheyareresponsibleforthesuccessorfailureofeveryoneontheirteam.Theydothisbybeingresponsibleforcommunicatingtheinformationtheylearnintheirexpertgroups.,Beforemovingintotheirexpertgroups,studentsaretoldtorememberwhoisintheirjigsawgroup,becausetheywillreassemblelatertoshareandbetestedonwhattheyhavelearnedintheirexpertgroups.SohereitisimportanttomakeSs“high”completelygetinvolved.,3ExpertGroups:Next,theteacherdividesstudentsintoexpertgroupsbyputtingalloftheAsinonegroup,alloftheBsinonegroup,alloftheCsinonegroupandalloftheDsinonegroup.,A,B,C,D,A,B,C,D,A,B,C,D,A,B,C,D,GroupA,GroupB,GroupC,GroupD,Jigsawgroup,Expertgroup,3ExpertGroups:Theteacherinformsthegroupsthatitisthetaskofeveryoneintheexpertgrouptoensurethateveryoneelseinthatgroupthoroughlyunderstandswhattheyread.,TheteacherpassesoutthereadingtextletteredA,B,C,andD.Theteacherdoessomepre-readingexercises.Forexample:skimmingthereadingandfindthegist;solvingnewwordstogetherThentheyareaskedtosharewhattheyhavelearnedandtosharetheanswerstoexerciseswithintheexpertgroup.,Theyshouldalsobeencouragedtorehearseexactlywhattheywillsaywhentheygobacktotheirjigsawgroups.Itisimportanttogivestudentssufficienttimetodothis,ortheywillnotlearnthematerialthoroughlyandtheteacherwillfindthattheytendtoreadthematerialwhentheyreturnbacktotheirjigsawgroups.,Theteachermaygivestudentswrittenororalinstructionsforcarryingouttheirexpertgroupassignment.Thefollowinginstructionsprovidesanexample.,1.Readyourpassagequicklyforgeneralcomprehension.2.Readthepassageagain,andmakesureyouknowallofthevocabulary.3.Dothevocabularyandcomprehensionquestionsandthenchecktheminyourexpertgroup,sothatyouaresureyoucanteachthestoryandvocabularytoyourjigsawgrouplater.,4.Consultyourteacherifthereissomethingyoudontunderstand.5.Role-playwithyourneighborhowyouwilltellyourstoryandteachnewvocabularywhenyourejoinyourjigsawgroup.,4JigsawGroupsRevisited:StudentsaredirectedtoreturntotheirJigsawgroups.Eachpersontakesaturntoexplainthecontentofhisorherreading,andtoteachthevocabularyandotherpartsoftheteachersassignment.,Theteacherinstructsstudentstoensurethateveryoneintheirgroupunderstandseveryaspectofthetextofeveryoneelseinthejigsawgroup.Theteachergiveseachstudentatimelimit,butensuresthatthereissufficienttimetocompletethetask.Othersinthegroupshouldaskquestionstogetclarification.“Whatdoesmean?”,Theteacheralsoinstructsstudentshowmuchtotaltimethegrouphasbeforetheywillbetestedasagroup.Theteachertellsstudentsthatthetestwillincludequestionsfromalltexts,andthatthejigsawgroupswillreceiveagroupmarkdependinguponhowwelleachindividualinthegroupachievedonthetest.,5Testing:Studentswritethetest.Theteachermaytestthegroupasawhole,orindividualsinthegroup.,6Assessing:Itisdesirabletoreceivefeedbackfromthestudentsandbuildanawarenessofcooperationbyaskingquestionssuchas:Howdidyourgroupdointhetest?Howcouldyouhavedonebetter?Whatdidyouobserveaboutthegroupinteractions?Whatdidyouthinkwasmosteffectiveinthisexercise?Whatdidyouthinkwasleasteffective?,Sumup:,l.Findanappropriatetext(s),andabetterwaystoadaptitforajigsawreadingexercise.2.Dividethereadingintosections,ordevisedifferentversionsofthesamestoryforexpertgroups.,Sumup:,3.Formulatesomeexercisesthatwillhelpstudentsreadandunderstanddifficultwordsandsentencesintheirexpertgroupswhichwilllaterbesharedinjigsawgroups.4.Besuretheformatoftheexercisesissuchthatstudentscantakebacktheinformationtotheirjigsawgroups,Sumup:,5.Formulatesomeguidelinesfordiscussionforjigsawgroups.6.Deviseashorttesttoevaluatejigsawgroupscomprehensionoftext(s).,Studentsresponsibilities,Thestudentsresponsibilitiesincooperativelearningaretoworkontheassignedtasksasacooperativegroup.Eachstudentisresponsibleforthesuccessorfailureoftheothers.IfStudentAdoesnothelpStudentB,thenbothstudentswillfail.,Teachersrole,Theteachersroleistosetupreasonable,realistic,challengingactivities,andcommunicatetherulesforcarryingoutthoseactivities.Therulesshouldbeconducivetothephilosophyofcooperation.,Teachersrole,Onceateacherhasclearlylaidoutthetasksandmotivatedtheactivity,sheorheshouldstepback,actingonlyasafacilitatorsothatstudentscanusetheirinventivenessandcreativitytosolvetheproblem.,Advantages,1.Increasesstudentindependence:Studentsrealizethattheycanworkindependentlyoftheteacher.Thus,studentsbecomemoreselfreliantlearnersbothwithinandoutsideofclass.,2.Promotespeerteaching:Studentsaredependentuponeachotherfortheacquisitionofinformation.Eachpersonhasachancetooffersomethingofimportance,andeachpersonhassomethingtolearnfromhisorherpeers.,3.Canbeusedinmulti-levelclassrooms:Weakandstrongreaderscanbeputtogetherinthesamegroupbecausethereadingtextthatonereceivesisdifferentfromthereadingtextthatanotherreceives.,Itallowsteacherstolevelstudentsandgivethemsuitablereadings.Thisensuresthatnooneisbored,butthateachlearnerhasinformationthattheothersinthegrouprequiretocompletethetask.,4.Canbeusedinavarietyofcontentareas:Everyoneintheclassischallenged,andthischallengeleadstomoreeffectivelearning.Inaddition,studentsareactive,bothmentallyandphysically,whilebeingexposedtoawealthofnewlanguageandlanguageforms.,5.Canbeadaptedforuseinallagegroups:Teachersmaywanttogroupstudentsaccordingtosameagelevels,sameordifferentsex,dependingonthestory.Thus,thetechniquecanbeusedindifferentkindsofclassrooms.,6.PromotesindividualandgroupResponsibility:Studentsseetheirworthwithinthegroup,whichdevelopsselfconfidenceandselfrespect,7.Avoidsdominancebyonegroupmember.Everyoneisresponsibleforhisorherownlearningaswellasthelearningofeveryoneelseandtheultimatescoreofthegroup.,8.Createspeeracceptanceandunderstanding:Studentshaveanopportunitytointeractwitheachother.,9.Developssocialsocial-skillssuchas:a.turn-taking,b.politeinterruption,eration,d.mutualinterdependence,e.encouragement,andf.moralsupport.,10.Aidsinassessment:Teacherscanassesstheirstudentsprogressinavarietyofskillareasasstudentsparticipateintheactivity.,10.Aidsinassessment:Thisopportunityisdesirablewhereateacherisworkingwithgroupsoflanguageorliteracylearners,orwhereateacherisworkinginaspecificcontentareaatthesametimeashelpingstudentsdeveloptheirreadingandwritingskills(Plow,1990).,Potentialdisadvantages:,Itisunfairtopresentthebenefitsofthejigsawreadingwithoutpresentingitsshortcomingsaswell.First,ifstudentsdonotfullyunderstandthepapertheyarepresenting,theywillspreadincorrectinformationtotheirgroupmembers,anditisdifficulttodetermineifthestudentshaveadequatelyunderstoodthearticlestheyarepresenting.,Potentialdisadvantages:,Whatcouldbedonetomakeupforit?1.Whilewanderingtheclassfromgrouptogroup,theteachercanlisteninonthepresentationsandinterjectcommentstopartiallysolvethisproblem.Unfortunately,monitoringalloftheinformationbeingpresentedisdifficultforateacher,especiallyinlargeclasses.,Whatcouldbedonetomakeupforit?2.Theselectionofpapersthatareeasilyaccessibletotheclassisalsoanimportantissueinthisregard.Papersattheveryupperlimitofthestudentsabilitytoreadandcomprehendareprobablyinappropriateforthisassignment.,Whatcouldbedonetomakeupforit?3.Provideaworksheetthatsimplyasksthelistenertolistthekeypointsofeachpresenter.Thisworksheetcouldevenbehandedoutin