Jigsaw: Learning Material Is Divided Into Parts
Week 3: Brainstorm and Create a Broad Plan
Lesson Designs
Lesson Ideas for Online Learning
Activating Prior Knowledge/ Making Predictions
In Traditional Instruction
Students use a graphic organizer to note what they already know and think about certain topics, and make predictions.
Online Variation
Students are given a template graphic organizer in Microsoft Word. Students must enter information into the templates, rename the documents as the students’ names and assignment date, and upload the documents to the course site. The template can be in the form of a bubble web, table divided into subtopics, or a T-Chart (Sight, Sound, Feel).
Online Variation 2
Students open a blank Word document and save the document according to student name. Turning the font color to white, the students must note what they know and predict about a certain topic (spelling and punctuation are not a concern). After reading information about a topic (on a web page or text document), students will return to the Word documents and type what they know and learned in black. Then, they can turn the previous notes from white to black and read over. For the final part of the assignment, students can note the differences between what they wrote in white before the reading, and what they learned after the reading, reflecting on the learning experience.
Brainstorming Collaboratively
In Traditional Instruction
Brainstorming is a great tool for pre-writing. On a graphic organizer or list format, groups of students generate ideas.
Online Variation
In the Group Pages, students generate a list of ideas on a topic in an open forum, or free-for-all. One student acts as recorder, noting ideas. When the brainstorming session is over, the recorder uploads a document of the ideas in the Group Pages Drop Box.
Brainstorming Individually/Whole Class Sharing
In Traditional Instruction
The instructor poses a topic for brainstorming and the students individually list ideas. Then, the instructor notes ideas as the students share their responses in a whole-class discussion.
Online Variation
The instructor poses a topic for brainstorming during a synchronous chat. Students take a specified amount of time noting ideas on a graphic organizer (MS Word). Using an online seating chart, students take turns noting ideas in a Round Robin format. Then, in an open forum, students respond to or add ideas to the list. The instructor (or a student recorder) notes the class ideas and posts a document containing these ideas on the course site. Also, students may be required to upload their graphic organizers to the course site for instructor viewing or viewing by class members.
Debates
In Traditional Instruction
Groups of students are given opposing viewpoints of a topic to research and defend. In front of the class, students state their position to the topic, offer statements defending their position with supporting arguments, and rebut other comments.
Online Variation
On the discussion board, students post their positions to a topic and respond to at least three other postings with pro or con supporting arguments. Then, after reading all of the postings, students can write a critique of the arguments.
Discussions of Important Class Concepts
In Traditional Instruction
After the overarching questions of the course are posed in the beginning of the course, students continually try to answer them based on knowledge gained throughout the course.
Online Variation
The overarching questions of the course are posed in the beginning. At this time, students can be given a graphic organizer to note ideas and new knowledge gained during the course. As the course progresses, the discussion questions can be incorporated throughout the discussion postings to individual students. This will encourage students to respond and think about the overarching ideas of the course, and ensue discussion between course members. The same questions can be reused throughout the course to provide more in depth responses later on in the course. By the end of the course, the graphic organizer would demonstrate the gaining of new knowledge by the students through the course, as ideas would change and be detailed.
Discussions- Student-Led
In Traditional Instruction
Students are assigned a particular class to facilitate a whole-class discussion on the topics covered in the particular class sessions.
Online Variation
Students submit critical-thinking questions to the class discussion forum on their assigned weeks. To facilitate the discussion, each student leader reads the class’ postings and responds. The leader may be required to respond to at least three other postings.
Jigsaw
In Traditional Instruction
Learning material is divided into parts. Each student is responsible for learning a particular part and reporting back to others in the group to teach the information.
Online Variation
Students are divided into teams of 4 and numbered from 1-4. Each number is responsible for learning particular information from reading material/research. In individual group discussion threads, students post information to teach the material to the other group members. Group members reply to group members’ postings, asking questions, offering positive feedback, and clarifying concepts.
Online Variation 2
This variation can be very effective when used with a topic or issue that has many debatable sides. Each group is given a topic for research. Group topics are divided among members for individual or paired research. Group members post findings in group discussion threads and read each other’s postings. Based on group findings, group members collaborate to determine most important ideas about the topic and write a summary of findings. To do this, students use the discussion board and email as necessary. All group summaries of findings and important ideas can then be posted to a class discussion thread to be learned by other class members. Students can take a quiz on the information and/or discuss the information in a synchronous chat.
Online Variation 3
Students are divided into teams of 4, and then teams are divided into pairs (Pair A and Pair B). The information to be learned is divided into two parts. Each pair must work together (using e-mail, or the group pages discussion board or chat feature) to learn or research the learning material, and outline the important concepts. Then, each member from Pair A will work with a member from Pair B to teach and learn the important concepts of the material. This teaching/learning process can be facilitated by the use of the group pages and e-mail. Pairs can post or e-mail outlines or summary of the content learned, read the summaries, and use the group pages or e-mail to make comments and ask questions about the content.
Online Variation 4: The Learning Center Approach
Each team has a particular activity, or “online learning center” to complete with different concepts. The activity can involve research or reading material. The activities may require teams to develop some type of written assignment or project. Using a PowerPoint presentation, discussion posting, or document posting, teams will teach the information to the other class members. Teams can even take on a facilitator role, starting a reflective discussion thread in which other students are required to participate. Each team can be assigned a week of the course to present information from their “online learning center” and facilitate the discussion for that week.
Journaling
In Traditional Instruction
Students write personal reflections in a journal to be turned in at the end of the course.
Online Variation
Students continually add to a Word document with weekly reflections. Students turn in the document at the end of the course by uploading it to the course site.
Online Variation 2
Students write reflections in discussion threads and provide feedback to others’ responses.
Online Variation 3
Students write a weekly summary of the most important points in the course in the discussion thread. Options: All students can be required to do this each week, each student can be assigned a particular week, teams of students can be assigned a particular week, or each team has to have a summary each week (posted in Group Pages).
KWL
In Traditional Instruction
Students are given a KWL graphic organizer. The instructor poses a topic and the students complete the K (What I Know) and W (What I want to Know) portion of the organizer individually. Individual ideas are then added to a class KWL chart. After students are presented information about the topic through a class activity or lecture, the students complete the L (What I Learned) portion of the organizer, and complete the class organizer.
Online Variation
Students have a KWL organizer in MS Word. The instructor poses a topic and students are directed to complete the K and W portion of the organizer. In a whole class discussion or group discussion during an online chat, students present their ideas. Another option is to post ideas on a class discussion board (2 threads: one labeled “K” and one labeled “W”). Then, students read or research more information about the topic individually. Finally, students meet again online to share what they learned in a Round Robin format. Each team may be required to create a team KWL chart and upload to the Group Pages, or the instructor or student facilitator can note ideas on a class KWL chart.
Lectures
In Traditional Instruction
The instructor presents class in a lecture style in class. During and/or after the lecture, the instructor poses questions to the class. At the end of the class, the instructor summarizes the content and answers any additional questions.
Online Variation
Material is presented through a PowerPoint presentation, Word document, or web page. Thoughtful discussion questions about the reading are listed within the reading material. Students post responses to the questions and ask any questions about the content in a class discussion thread. Then, the instructor reviews the responses and answers questions. Finally, the instructor writes overall summary comments of the material and posts for the students.
Mentoring
In Traditional Instruction
Students meet in class to communicate with their peers for assistance on something.
Online Variation
Students meet online in a chat with peers to offer assistance on something. Also, students can use e-mail and telephone calls to assist each other.
Oral Report/Presentation
In Traditional Instruction
Students present content to the class in the formal of an oral presentation.
Online Variation
Students present their content online through the use of PowerPoint Presentation, MS Word document, or web page. In the discussion thread, students post reflections to the presentation and ask questions. The presenter responds to the postings and posts a thread summarizing the important ideas of the presentation. Since traditional oral presentations are completed in a single class period, it is recommended that online presentations be given throughout the course.
Panels
In Traditional Instruction
Guest panelists or experts are invited to the class to offer different views on a particular topic. Students observe as panelists discuss their viewpoints. Then, students join in with the discussion.
Online Variation
Guest panelists join students in a synchronous chat. Before the chat, students read a small amount about the material to gain background knowledge of the topic. When the chat begins, the panelists discuss their viewpoints for a short time. Then, students join in with the discussion, directing their comments to particular panelists.
Research/Inquiry (Group)
In Traditional Instruction
Students work collaboratively in a group to complete a research project. Students research individually and meet together in class to share information and resources.
Online Variation
Students research individually and post resources in the Group Pages, either in the drop box or in the discussion board. The group discussion board and chat can facilitate the group’s communication about the project.
Role-Playing
In Traditional Instruction
Students research a certain perspective of a topic before class. During class, students discuss the issues with class members playing other roles.
Online Variation
Students are assigned a certain perspective of a topic to research before class. Students can be grouped in a structured online seating chart for an online chat. Each group can then be assigned a certain role to play. Groups take turns presenting information and discussing the issues of the topic.
Round Robin
In Traditional Instruction
While sitting in a circle in a group, each student takes turns contributing ideas.
Online Variation
This can easily be done in an online chat in the Group Pages. Students are pre-assigned numbers. The student assigned number 1 contributes an idea, then student 2, and so on. A student recorder can be assigned to document the group’s ideas.
Team Discussion
In Traditional Instruction
Teams discuss a topic in an unstructured format. This can follow a lecture or presentation.
Online Variation
Students can read lecture notes or research and meet in the Group Pages or in individual chat rooms for an online synchronous chat. The instructor can assign a topic for the groups to discuss in an open forum. Also, the instructor can visit the chat rooms during discussion to pose questions, answer students’ questions, and assess students informally. A follow-up activity would have students post reflections and responses to the chat on the discussion board.
Team Word Webbing
In Traditional Instruction
Each team meets with a poster-sized piece of paper. A team leader or facilitator writes the topic to brainstorm or discuss in the center. Students take turns writing the core concepts in the form of a web on a large piece of white paper. Then, students can add additional information in a free-for-all.
Online Variation
In the chat feature and Group Pages of Blackboard, a whiteboard is available for drawing. With students in each team numbered in an online “seating chart”, students can take turns webbing information on the whiteboard during a closed forum. It is helpful to have a team leader to facilitate the activity. Once students have had a few turns, the leader can announce an open forum where students can add ideas as they are discussed. The chat feature allows students to communicate during the activity, discussing ideas, noting whose turn it is to write on the web, and noting when the open forum begins. *Note: This activity can also be used with other graphic organizers: concept maps, semantic maps, sequencing, and lists.
Think-Pair-Share
In Traditional Instruction
Students are given a topic to think about. Students think about their responses to the topic for a specified amount of time, and then share their responses with partners.
Online Variation
After a class chat, students are given a topic to think about. Then, the students go to their Group Pages to discuss in a synchronous group chat.