A Jigsaw Class

1
A Jigsaw Class

• To accelerate learning2learn

Architect?
Entrepreneur?
Astronaut?
Concert Pianist?
What are a childs special future talents?
Writer?
Psychologist?
2
Topic

• Accelerating learning using nine multiple
  intelligences

• Linguistic
• Visual-spatial
• Bodily-Kinaesthetic
• Natural
• Musical
• Intra-personal
• Moral-Existential
• Inter-personal
• Logical-mathematical

3
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
  wider-class-group
• The separate pieces fit together to make a
  complete lesson in which the participants
  effectively teach, assess and evaluate each other

4
Method

• 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

5
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

6
Outputs Each team must provide a lesson
containing

• A PowerPoint presentation on their allocated
  topic
• 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
  progresses
• 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

7
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
8
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
  wider-class-group.
• All files must be backed up to the drive of a
  second person on the team.

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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
  intelligence?
• 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?

10
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

11
Teachers

• Things to watch out for
• Students watching other team members do all the
  work!
• 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.

12
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
  intelligences
• Evaluation template
• Posters for the classroom

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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)

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Posters

• 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
15
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.

16
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.

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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
  groups
• 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.

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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,
  21-12410,00.html