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A Jigsaw Class


A Jigsaw Class To accelerate learning2learn Architect? Entrepreneur? Astronaut? Concert Pianist? What are a child s special future talents? Writer? – PowerPoint PPT presentation

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Title: A Jigsaw Class

A Jigsaw Class
  • To accelerate learning2learn

Concert Pianist?
What are a childs special future talents?
  • Accelerating learning using nine multiple
  • Linguistic
  • Visual-spatial
  • Bodily-Kinaesthetic
  • Natural
  • Musical
  • Intra-personal
  • Moral-Existential
  • Inter-personal
  • Logical-mathematical

What is a Jigsaw Class?
  • A class is split into small groups
  • Each group researches their topic (or piece of
    the Jigsaw)
  • Each group becomes an expert-group for their
    topic and present their knowledge to the
  • The separate pieces fit together to make a
    complete lesson in which the participants
    effectively teach, assess and evaluate each other

  • Split the class into groups of about three or
    four students
  • Allocate a specific topic (based on one of the
    nine multiple intelligences) to each group, i.e.
    one group may be given the topic of
    bodily-kinaesthetic intelligence.
  • Each team becomes an expert-group for their
    particular topic (Linguistic, visual spatial
    etc), and impart their knowledge to the
    wider-class-group via a presentation, revision
    pack and interactive quiz
  • In the interests of fairness you may wish to
    choose topics from a lucky dip bag containing
    nine cards (Inter-personal, Musical) etc before
    allocating them to the groups

Team Leader
  • Each team elects a team leader who has overall
    responsibility for ensuring that all of the
    required outputs are delivered to schedule
  • The team leader allocates tasks (see next slide)
    to the team members based on the strengths of
    each individual

Outputs Each team must provide a lesson
  • A PowerPoint presentation on their allocated
  • The presentation must contain specific lesson
    objectives and outcomes
  • It must cover all aspects of the topic
  • Complimentary slide handouts (3 to a page format)
    so that the audience can make their own
    supplementary notes as the presentation
  • A set of revision notes (one for each member of
    the audience) including a synopsis of the topic
    and ways that the particular intelligence can be
    used to improve memory techniques
  • An original interactive learning resource (i.e. a
    quiz) designed on software of their own choice
    (previous candidates have used Excel, Word, PPT,
    Hot Potatoes, Flash etc)
  • A set of evaluation sheets so that each member of
    the audience can contribute positive comments on
    the content and delivery of each presentation

Team Members
  • Each team will need Internet researchers, quiz
    makers, PowerPoint designers, and presenters
  • It may be useful for students to use a six-week
    Gantt Chart to keep track of progress

This file is located in the Teacher
resources/Assessment folder
Team Members
  • All team members must contribute equally to the
    production of materials, and take an equal part
    in the delivery of the final presentation.
  • A pack of materials must be delivered to the
    tutor in good time so that all documents can be
    photocopied for each member of the
  • All files must be backed up to the drive of a
    second person on the team.

Suggested Presentation Content
  • Students should provide information on
  • A definition of the type of intelligence
  • What professions or jobs are associated with this
    type of intelligence
  • How can we identify this intelligence?
  • Which famous people are associated with this
  • How can learning be improved with this particular
    type of intelligence?
  • How can we develop this intelligence to improve
    it over time?
  • How can we revise using this intelligence?

Presentation Day
  • On presentation day the teams must
  • Have the presentation ready before the start of
    the lesson
  • Distribute a sufficient amount of photocopies and
    supplementary materials to the wider-class-group
    so that each participant leaves with a copy
  • Make the interactive resource available on the
    public area so that it can be completed at the
    end of the session
  • Collect and make use of the Evaluation Sheets

  • Things to watch out for
  • Students watching other team members do all the
  • Students absent on the day and no-one in the team
    having access to important files. A teacher
    backup, or allowing students to save work to a
    shared area may be desirable.
  • Versions of the interactive quiz not working
    everywhere etc. Check the quizzes on a computer
    in the actual room you will be using.
  • Photocopying not done to presentation deadlines.
  • Students not taking the time to collect in the
    evaluation sheets and refine presentations as a
    result of peer feedback.
  • Access to a functioning projector and whiteboard
    on presentation day.

Teacher Resources
  • All resources are included in the zip file
  • About the Jigsaw Class
  • Starter and plenary activities
  • Background theory on learning styles
  • Complete information about the nine multiple
  • Evaluation template
  • Posters for the classroom

The Zip File consists of
  • The PowerPoint Presentation
  • A teacher resources folder containing
  • Additional resources
  • Assessment
  • Posters
  • General revision
  • A pupil resources folder containing
  • Starters
  • The nine intelligences (complete information)

  • An environment that is conducive to learning is
    an essential feature of accelerated learning
  • Create a brain-friendly environment with these
    attractive posters.

Find more files like this in Teacher
resources/Posters folder
Starter Activity
  • Find someone who.
  • Photocopy one worksheet per student
  • Ask students to go around the room and ask other
    group members to complete the activities
  • They must then sign the sheet to confirm that
    they have given information or completed skills.
  • The person who completes the sheet (with all
    sections signed first) wins.

Plenary Activities
  • Plenary activities can be used in several ways
  • The walking gallery uses posters hung around the
    room. Pupils walk around and spend 5 minutes on
    each. They have to thought-shower ideas and
    activities for how they can use each intelligence
    to help with revision. They share ideas with each
    other to close the activity.
  • Word match uses How do you identify a particular
    type of intelligence. Ask students to lay out
    the intelligences in a row and match the
    appropriate phrases to the right headings.
  • Lucky dip uses the same resource but students
    pick an intelligence from a bag and describe how
    they would use it without mentioning its name.
    Team members have to try and guess which of the
    intelligences are being described.

Suggested Time plan
  • This depends on how much information you provide
    for the students, and how much you let them
    research for themselves. All the materials that
    teachers and students need are provided in the
    resource pack. How much is released to students
    beforehand is up to each teacher. Tip Release
    information to groups as the sessions progress to
    supplement research. This ensures that there is a
    good balance of self-researched and
    teacher-provided information
  • One lesson might be a starter lesson to introduce
    the topic
  • Two lessons might be researching the topics and
    creating the presentations (see useful web sites)
  • A further two lessons could be presenting and
    performing the peer evaluations on each of the
  • One lesson could be using the interactive quizzes
    that each group creates, and consolidating what
    has been learned using the additional resources
    folder i.e. counting to ten in Japanese or can
    you count? etc. Students print off the completed
    Gantt chart.

Useful Web Sites
  • www.happychild.co.uk
  • http//www.accelerated-learning.net
  • http//www.acceleratedlearning.com
  • www.ufa.org.uk
  • http//www.thirteen.org/edonline/concept2class/mi/
  • http//www.familyeducation.com/topic/front/0,1156,
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