Sunday, March 27, 2011

Jigsaw Learning


What is Jigsaw Learning?
Jigsaw Learning is a cooperative learning strategy that has been around since the 1970s.  Jigsaw Learning allows all learners the opportunity to become experts in a specific field and “fit” their findings with those of their peers within a central theme.  This style of learning encourages all students’ work essential in order to understand a final product or idea.  All students are held accountable for their in the jigsaw model.  
Why Jigsaw Learning?  
Jigsaw Learning was first used in 1970 in an Austin, Texas classroom.  The students in this classroom were mixed racially for the first time in their school career.  However, the students of this particular classroom experienced feelings of fear,anger and distrust among one another.  By incorporating the jigsaw method into this classroom, students began demonstrating respect for one another and those who rarely participated were given the chance to become experts and teach their peers.  Students had to trust one another in order to receive all the information necessary for the upcoming test.  
Findings indicate that the Jigsaw Learning Model eliminates competition among peers and an atmosphere of trust and personal responsibility.  The Jigsaw Learning Method works for all students placed in a heterogeneously classroom when the teacher has designed groups according to students work ethic and needs.  Jigsaw Learning classrooms report that students are more engaged throughout lessons and the attendance rate is higher. Experts believe this style of learning engages all types of learners.  
How Do I Incorporate Jigsaw Learning in My Classroom?  
Before incorporating this model in your classroom, make sure you know all your students abilities.  Students should be divided into 5-6 groups depending on class size and what you want them to learn. Make sure all groups consist of all types of learners, races, and gender.  Appoint one leader in each group.  Divide groups work into smaller segments in which each participant has one idea to research.  Group members will then disperse into groups that share “like” topics.  Group members will then come back to report to their original group their findings and research.  It is a good idea to test all group members after presenting their information.  This ensures that every group member took their role seriously along with learning the information presented by their classmates.  
What do I Think about Jigsaw Learning? 
I have tried Jigsaw Learning in my classroom several of times.  I must admit that it is often hard when dividing groups and ensuring full participation of ALL group members.  I often have students come to me stating that someone is not participating to the fullest.  Personally, that is my only problem with Jigsaw Learning.  I often fear holding all group members responsible and possibly testing them on the information presented.  Therefore, I often find myself reteaching what the groups just accomplished.  
Today’s curriculum encourages students to be the head of their own learning while the teacher facilitates.  What a great way to encourage this way of thinking by participating in Jigsaw Learning!  I must admit that it often excites me when I hear students discussing topics and sharing their own opinions with their peers without my direct guidance.  Jigsaw Learning does encourage students to be independent thinkers and take on their own responsibility of independent learning.  
After reading the listed website, I am encouraged to utilize this learning tool in my Differentiated Unit Plan.  I believe it will benefit all learners as well as bring in multiple learning styles.  Students do need a change of how information is presented.  Being a social studies teacher, I often find myself presenting the students with the same lecture based notes, however, this does not benefit everyone or encourage student based learning.  By incorporating Jigsaw Learning into my unit, students will have the opportunity to share their expertise with their peers.  

Monday, March 21, 2011

Critical Thinkers

What skills do your students need to be critical thinkers?  
My 7th grade social studies classes this year consist of a variety of learning levels.  Like all heterogeneous classrooms, I have students who are reading on a 3rd grade  level, ones who can barely speak English and a large majority  who possess gifted qualities.  How can I encourage them all to be critical thinkers????
Critical thinking entails students’ ability to think more abstractly.  Everyday I see students who can recall basic facts but can they even relate beyond the facts?  Each year students’ abilities to think more in depth should increase.  As a social studies teacher, my students are expected to draw conclusions between the countries we are studying and the United States.  However, I am sad to say that not all my students have mastered this concept.  They also should leave my classroom with the ability to examine cause and effect pertaining to different concepts.  How will I ensure all my students will be able to conquer this task?
Personally, I believe my students should begin the year learning about different countries and cultures.  By addressing other ideas hopefully with time my students will automatically be able to see any similarities or differences that might occur between their own lives and those who they are learning about.  For those learning behind grade level, this is a big achievement, however, my gifted students should be able to automatically see the connections and take it a bit further and relate it back to the entire United States.  By taking small steps, hopefully every students ability to think critically will grow with time and practice.  
Students should also be walked through the steps of reaching critical thinking.  By examining the different phases students will see their accomplishments and realize there is more to learning than restating facts.  

Tuesday, March 1, 2011

Teaching Analytical and Critical Thinking Skills in Gifted Education

Karnes and Bean Chapter 9
Teaching Analytical and Critical Thinking Skills in Gifted Education
Today, gifted students in our classrooms differ from their age peers in many ways.  Most importantly, gifted students are able to perceive information at a greater capacity and show their knowledge in a more productive way.  Gifted students are able to demonstrate information in an advanced, complex manner using their higher level creative and critical thinking skills.  
Unfortunately, curriculum and teachers have steered away from incorporating analytical and critical thinking skills for gifted students in the classroom.  Many factors have led to the neglect of these important skills in gifted student education.  Generally, when teachers design units for gifted students they refer to Bloom’s Taxonomy.  Bloom’s Taxonomy has received much praise for its idea to encourage higher order thinking skills, however, the higher level skills incorporated often do not focus on a thoughtful analysis of an issue.  Many teachers believe that by following Bloom’s Taxonomy they are planning units based on higher level skills, however, they are not demonstrating lessons that encourage an in depth understanding of a skill that Bloom’s implied.  In order for students to accurately analyze and use the critical thinking process, they must first understand how to conduct a meaningful analysis and evaluation of a given topic.  Many teachers have not been taught how to lead students through the evaluation process and conduct a thorough analysis.  There are few teacher education programs and resources available to aid teachers in the critical and analytical thinking process.  
Another common misconception pertaining to Bloom’s Taxonomy is how student’s demonstrate a thoughtful analysis.  Teachers using Bloom’s Taxonomy often believe that higher order thinking skills revolve around definitions, the ability to compare/contrast, sequencing, classification, etc.  However, Bloom’s intended for a more thoughtful thinking process when distinguishing between concepts.  The Bloom model lacks clarity for teachers when incorporating higher level thinking skills into their classrooms.  For instance, students must be able to evaluate an idea based on some basic information.  Often, teachers leave out this basic information when requiring students to evaluate a work.  
Overall, Bloom’s Taxonomy does work when designing units based around analytical and critical thinking skills, however, educators lack the knowledge that the Bloom’s model is much more abstract that what is seen on paper.  Therefore, analytical and critical thinking skills have been neglected while educating our gifted youth.  Schools and counties should provide constant professional development for all teachers about Bloom’s Taxonomy and how it requires much more than the verbs the model suggest. Also, professional development should be geared around encouraging higher level thinking in all classrooms.   Personally, this chapter has been extremely beneficial.  I am currently designing units with my Professional Learning Team incorporating Bloom’s Taxonomy.  However, up until now I have not considered the idea that Bloom’s does require much more abstract thinking.  I plan on taking a more in depth look at how to encourage my students to look more abstractly at an idea and the steps it takes to reach this understanding.