Jigsaw-reading教学法的介绍及其应用PPT课件

.,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.Thisworksheetcouldevenbehandedout