Strategies: Jigsaw Method
00:00:04 JULIE MANLEY: One of the things that I do to move students through fairly complex tasks is to use a jigsaw method. I distribute a model text of a persuasive speech and wanted students to look at that speech to analyze its argumentative elements. TEXT:
8th Grade ELA Teacher
Chinook Middle School, Bellevue, WA
00:00:22 JULIE MANLEY: So, you guys are going to be group one. You guys are group two. You guys are three. TEXT:
Divide students into groups
00:00:29 JULIE MANLEY: I use the jigsaw for close reading of informational text where I gave student groups one element of argumentation to read for and really become an expert on so that they could talk about it with the peers that also were expert on that one element of argumentation and then teach the rest of the class. TEXT:
Give each group a different task
00:00:49 JULIE MANLEY: So, guys, it sounds like you're about done chatting with each other. I'm going to ask for volunteers at this point.
00:00:54 BOY: I said a counter argument to support the other side of the topic. TEXT:
Groups report out their task
00:00:59 GIRL: I said that you need to make a poignant claim that you can credibly backup with logic and reason.
00:01:05 BOY: I said that they should have rhetorical devices such as anaphora and parallel structure.
00:01:13 GIRL: I think it works okay; but since he's kind of targeting the audience of his peers, he could, the ethos or I mean the pathos could be really easy for him. But, he couldn't, he didn't use it. And he didn't use any anecdotes in his paragraph. TEXT:
Generating explanations increases understanding
00:01:28 JULIE MANLEY: Guys, I hope you're madly writing that down. That is so important.
00:01:33 JULIE MANLEY: What I find most effective about the jigsaw is students are at the center of the learning and translating it into their own language so that they can then teach their peers, and I'm able to be really a facilitator of that learning and that knowledge making.