GAYATHRY S KUMAR

ASSIGNMENT

·    MODERN INSTRUCTIONAL APPROACHES/TECHNIQUE FOR COOPERATIVE AND COLLABORATIVE LEARNING-JIGSAW TECHNIQUE, CIRCLE LEARNING, CONCEPT MAPPING,THINK –PAIR SHARE

SUBMITTED TO,

      Mrs. RADHA

SUBMITTED BY

            GAYATHRY S KUMAR

SUBMITTED ON

            23/06/2014

SERIAL NO	CONTENT	PAGE NO
1	INTRODUCTION	4
2	JIGSAW TECHNIQUE	5-8
3	CIRCLE LEARNING	9-13
4	CONCEPT MAPPING	13-16
5	THINK-PAIR SHARE	16-18
6	CONCLUSION	19
7	REFERENCES	20

INTRODUCTION

 The revision and development of curriculum together with modern instructional strategies implies an intention to ensure a progressive change in education. The motivation for this change has not been pedagogic but social and political as well .The curriculum can then be understood as representation corresponds to the prognostic character of curriculum.

                        According to Hohmann particular importance is attached to the formation of learning sequence, which not only describe the course of individual lesson by setting out learning steps, but also include interconnections of various teaching units. It result  in the individual application of curriculum concept. In modern  instructional strategy the curriculum can be consider as unification of aims, subject matter and controls of learning .But along with these motivation elements, it can also comprise the procedures of an aid to learning as well as media of learning.

           JIGSAW  

                   The jigsaw technique was first developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since then, hundreds of schools have used the jigsaw classroom with great success                                                                               The jigsaw classroom is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

           

  The benefit of the jigsaw classroom                                           First and foremost, it is a remarkably efficient way to learn the material. But even more important, the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

        Jigsaw in 10 Easy Steps

The jigsaw classrom is very simple to use. If you're a teacher, just follow these steps:

1.Divide students into 5- or 6-person jigsaw groups. 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, making sure students have direct access only to their own segment.

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.

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.           At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.

CIRCLE LEARNING

The use of a circle as both the organizational structure and descriptive metaphor for a meeting of equals is likely to have been a part of our history for as long as fire has. The learning circle is a mechanism for organizing and honouring the collective wisdom of the group and is present in many indigenous cultures. For example, in early native councils of elders came together to understand problems in a spirit of shared community in “wisdom circles.” The term Learning Circle has been used to describe group efforts with clear links to social change. Over time and across countries, civic organizations, neighbourhood communities, trade unions, churches and social justice groups have used the idea of learning circles to empower their members to make choices and take action. The web can help locate the many ways both present and past those groups have used the term Study circle or Learning Circle as a form of adult and student education. For example, Educators for Community Engagement, find that learning circles—with their principles of equal participation, reciprocity, and honouring of collective wisdom -embody the democratic principles of effective service-learning partnerships. They use learning circles, rather than more traditional forms of group meetings, to structure their annual conferences. Primary teachers use a simple form of learning circles when they gather the students at the rug for "circle time." However many educators are using learning circles to connect students from around the world. Among the goals of this activity are helping students to develop the trust and respect for diversity of experience, and fostering both listening and speaking skills among peers. Researchers have used learning circles as a form of professional development to improve their practice. A similar term, "Quality circle" was used in the 80's to characterize the successful practice in corporate settings in which the hierarchical boundaries between workers and managers are flattened to encourage participatory management and team leadership. Quality circles originally associated with Japanese management and manufacturing techniques developed in Japan after World War II, based on lectures of W. Edwards Deming (Joel & Ross, 1982). The goal was to encourage everyone to develop a strong sense of ownership over the process and products of the group.

The Four Steps

The four steps in the Learning Circle are Reflection, Learning, Planning, and Action, and are followed one after another, over and over. It is possible to begin an endeavour with any of the four steps. The diagram below shows the Learning Circle Model:

·         Reflection - The Reflection step is a pause in our activities where we gather data, impressions, history, stories, and any other observations about what we have done. In order to do this effectively, we must develop and exercise the capacity for Detachment – detachment from preconceived notions.

·         Learning - In the Learning step we carefully examine the observations made in the Reflection step and "discover" new insights, skills, relationships, structures, failures or any other conceptual changes. We search for the principles involved in our work. In order to do this effectively, we must develop and exercise the capacity of Search – search for the underlying principles.

·         Planning - In the Planning Step we apply the conceptual understandings we have developed. We use these newly discovered principles to systematically to create a plan of action. We should directly reflect in our planning each insight or principle we have learned. In order to do this step effectively, we must develop and exercise the capacity for Love – love for the act of learning.

·         Action - In the Action Step, as an individual, team, or organization we carry out the plans we have created. We do our work. In order to do this effectively, we must have Courage – courage to plunge into the unknown.

The Four Capacities

Each of the four capacities in the Learning Circle are prerequisites for taking the next step. At the same time, as we exercise these capacities through the use of the Learning Circle, we develop these capacities within ourselves, in our teams and in our organizations. Our inner conditions and capabilities have an effect on our environment which in turn then has an effect on us. By going through the Learning Circle, we use and develop these four capacities:

·         Detachment- The capacity for Detachment supports the Reflection step. Detachment is openness. Detachment means that we set aside our ego and objectively look at the evidence including facts, events and feelings.

·         Search- The capacity for Search supports the Learning step. Search includes consultation, wisdom, discernment, judgement, and search for solutions.

·         Love of the Work - The capacity for Love of the learning supports the Planning step. Love creates openness to Guidance. Love engenders vision, passion, and a sense of purpose.

·         Courage -The capacity for Courage supports the Action step. Courage encompasses conscious choice, volition, willingness, and desire to act even in the face of uncertainty.

·         Guidance - Central to the effectiveness of the Learning Circle is Guidance.

CONCEPT MAPPING

A concept map is a way of representing relationships between ideas, images, or words in the same way that a diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase connects to another, and links back to the original idea, word, or phrase. Concept maps are a way to develop logical thinking and study skills by revealing connections and helping students see how individual ideas form a larger whole.

Concept maps were developed to enhance meaningful learning in the sciences. A well-made concept map grows within a context frame defined by an explicit "focus question", while a mind map often has only branches radiating out from a central picture. Some research evidence suggests that the brain stores knowledge as productions (situation-response conditionals) that act on declarative memory content, which is also referred to as chunks or propositions. Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them.

The technique of concept mapping was developed by Joseph D. Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students. It has subsequently been used as a tool to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business. Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge.

Use

Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity. Concept mapping is also sometimes used for brain-storming. Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas.

Formalized concept maps are used in software design, where a common usage is Unified Modelling Language diagramming amongst similar conventions and development methodologies.

Concept mapping can also be seen as a first step in ontology-building, and can also be used flexibly to represent formal argument.

Concept maps are widely used in education and business.^] Uses include:

·         Note taking and summarizing gleaning key concepts, their relationships and hierarchy from documents and source materials

·         New knowledge creation: e.g., transforming tacit knowledge into an organizational resource, mapping team knowledge

·         Institutional knowledge preservation (retention), e.g., eliciting and mapping expert knowledge of employees prior to retirement

·         Collaborative knowledge modelling and the transfer of expert knowledge

·         Facilitating the creation of shared vision and shared understanding within a team or organization

·         Instructional design: concept maps used as Ausubelian "advance organizers" that provide an initial conceptual frame for subsequent information and learning.

·         Training: concept maps used as Ausubelian "advanced organizers" to represent the training context and its relationship to their jobs, to the organization's strategic objectives, to training goals.

·         Business Concept Mapping used as part of business analysis activities.

·         Increasing meaningful learning for example through writing activities where concept maps automatically generated from an essay are shown to the writer.

·         Communicating complex ideas and arguments

·         Examining the symmetry of complex ideas and arguments and associated terminology

·         Detailing the entire structure of an idea, train of thought, or line of argument (with the specific goal of exposing faults, errors, or gaps in one's own reasoning) for the scrutiny of others.

·         Enhancing metacognition (learning to learn, and thinking about knowledge)

·         Improving language ability

·         Knowledge Elicitation 

·         Assessing learner understanding of learning objectives, concepts, and the relationship among those concepts

·         Lexicon development

          THIN K- PAIR SHRE              Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task.

Its purpose

• Providing "think time" increases quality of student responses.
• Students become actively involved in thinking about the concepts presented in the lesson.
• Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained.
• When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage.
• Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class.
• Think-Pair-Share is easy to use on the spur of the moment.
• Easy to use in large classes.

Uses for think, pair, share

Note check, Vocabulary review, Quiz review, Reading check, Concept review, Lecture check, Outline, Discussion questions, Partner reading, Topic development, Agree/Disagree, Brainstorming, Simulations, Current events opinion, Conceding to the opposition, Summarize, Develop an opinion

 

CONCLUSION

             Organising pupil into groups for particular learning experience has been evident in many years .A heterogeneous group of students working together on project is a valuable technique. Everyone is the group can experience varying degree of success  .The interaction and those planned by teachers .A cooperative learning  strategy require  establishing of working groups and organising and implementing usable procedure for the students to follow ,while at the same time allowing  the student input. This demands great deal of projecting, anticipating students need and making accommodations. Once the group begin to function  , the role of the teacher is largely that of a facilitator, guide and resources person.

REFERENCE

·       www.jigsaw.org/over view.htm.

·       en.wikipedia.org/wiki/learning-circle

·       en.wikipedia.org/wiki/concept-map

·       www.reading rocket.org./strategies/concept-maping