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This is Jigsaw activity the students will engage in. Attached is the flipbook outline. Below are the jigsaw instructions. Jigsaw groups (adapted from Aronson, 1978) provide students a way to build summarizing habits while also pushing them to communicate meaningful information with other students. Students in one group become experts on a portion of the text and the experts then teach text to students that did not read the text. This works well with the EXPLORE/EXPLAIN sections of the 5E plan. Procedure: 1. Divide students into 5- or 6-person jigsaw groups. (This is their Home Group) - The groups should be diverse in terms of gender, ethnicity, race, and ability. 2. Appoint one student from each group as the leader. - Initially, this person should be the most mature student in the group. 3. Divide the day’s lesson into 5-6 segments. - For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin\'s death. 4. Assign each student to learn one segment. - Make sure students have direct access only to their own segment. For a collaborative environment, put all of the one’s together during the exploration stage of the lesson all the two’s, etc. – these will be their “Expert Groups” - and bring back to their Home Groups at the end. 5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it. 6. Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. 7. Bring the students back into their jigsaw groups. 8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification. It may be helpful for group members to peer-assess the other students in the group during the “teaching” phase. 9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it\'s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it. 10. EVALUATE the lesson so students understand that they will be assessed and are responsible for teaching information and learning the information from others during class on Jigsaw days.
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