Learning Activities

Jigsaw Group Activity

Assessment: Summative

Description

A Jigsaw is a cooperative active learning exercise where students are grouped into teams to solve a problem or analyze a reading. In a jigsaw the activity must be divided into several equal parts, each of which is necessary to solve the problem, or answer the question. Example activities include small research projects, analyzing and comparing datasets, and working with professional literature. The advantages of the jigsaw include: the ability to explore substantive problems or readings, the engagement and collaboration of all students with the material, it creates an observational learning experience, and allows students to share and critically analyze a diverse set of ideas.

Here's how it typically works:

1. Initial Grouping: Participants are divided into small groups. Each group member is given a portion of the material to learn or a specific task to complete.

2. Expert Groups: Members who are assigned the same segment from different groups come together to discuss and become "experts" on their particular piece.

3. Back to Jigsaw Groups: The participants return to their original groups. Each member then teaches their segment to the other group members. This ensures that each participant is exposed to and learns all parts of the material.

4. Synthesis: The group attempts to combine each person's segment into a cohesive understanding of the whole topic.

5. Evaluation: The groups may be assessed collectively or individually on their understanding of the topic. This could be through presentations, written assessments, or other forms.

The goal of the jigsaw method is to promote cooperation, active participation, and equal contribution among group members. It encourages active listening, teamwork, and the development of communication skills.

Requirements

A Jigsaw must include:   

• A title formatted as “Group Activity: Title”  
• Complete project instructions (an introduction to the assignment, specific project questions, roles to be assigned for each member of the group, and instructions for how students are going to complete the activity) 
• A sample answer 

A rubric and point values/grading criteria  

Common Objective Verbs

Bloom’s Level: Remember, understand, apply, analyze, evaluate, or create.   

Recommended Objective Verbs: Recall, List, Identify, explain, summarize, interpret, demonstrate, analyze, compare, contrast, examine, evaluate, critique, justify, design, or develop. 

Examples

Here is an example of a jigsaw group activity: 

Let's say a history teacher wants students to learn about the causes of World War II using the jigsaw method. Here's how it might be structured:

Step 1: Initial Grouping

• Group 1: Alice, Bob, Carol, and Dave
• Group 2: Eve, Frank, Grace, and Henry
• Each group is assigned a different aspect of the causes of World War II.

Step 2: Assign Segments

Each member within the original groups is given a specific topic to become an expert on:

• Alice and Eve: Treaty of Versailles and its impact
• Bob and Frank: Rise of Fascism in Italy
• Carol and Grace: Adolf Hitler’s expansionist policies
• Dave and Henry: The Great Depression

Step 3: Expert Groups

Members from different original groups who share the same topic meet to discuss and deepen their understanding:

• Expert Group A: Alice and Eve discuss the Treaty of Versailles.
• Expert Group B: Bob and Frank discuss the Rise of Fascism in Italy.
• Expert Group C: Carol and Grace discuss Hitler’s policies.
• Expert Group D: Dave and Henry discuss the Great Depression.

Step 4: Return to Jigsaw Groups

Members return to their original groups:

• Alice explains the Treaty of Versailles to Bob, Carol, and Dave.
• Bob explains Fascism in Italy, and so on.

Step 5: Synthesis and Discussion

• Each group synthesizes the information and discusses how these causes are interrelated.
• They could be asked to create a timeline, a mind map, or a presentation summarizing their findings.

Step 6: Evaluation

• The teacher evaluates each group's understanding through a quiz, a presentation, or a discussion, ensuring all group members participate equally.

This method not only helps students learn complex materials but also promotes collaboration and communication skills.

Role-Playing Activity

Assessment: Formative or Summative  

Description

 Students pair up with another student or their instructor. The role-play should be broken down into specific tasks to keep students organized and to structure them so that the content you want to cover is addressed. Advantages include motivation to solve a problem or to resolve a conflict for the character, providing a new perspective through which students can explore or understand an issue and the development of skills.

Requirements

A role-play must include:   

• A title formatted as “Role-Play: Title”  
• The full scenario 
• A script, if necessary 
• A sample answer, or an outline of touch points the student needs to address in the role-play 

Common Objective Verbs

Bloom’s Level: Remember, understand, apply, analyze, evaluate, or create.

Recommended Objective Verbs: Recall, explain, interpret, demonstrate, analyze, examine, compare, contrast, evaluate, justify, create, design, or develop.

Examples

Here are a few examples of this type of learning activity: 

Demonstration or Presentation

Assessment: Summative

Description

Demonstrations are to be done in a demonstrative way when there is a need to explain or demonstrate how a particular process, task, or situation is to be handled. It can be done during class sessions, or students can complete this activity on their own time by submitting a video. This can be like a video discussion but removes the need for peer review and offers more individualized, direct feedback.

Requirements

Each video demonstration/presentation must include:

• A title formatted as “Video Demonstration: [Title]”
• Clear instructions outlining the specific process, task, or situation to be demonstrated in the video.

Common Objective Verbs

Bloom’s Level: Remember, understand, apply, analyze, evaluate, or create. 

Recommended Objective Verbs: Recall, identify, list, explain, summarize, interpret, demonstrate, apply, analyze, compare, contrast, evaluate, critique, justify, create, design, or develop.

Examples

Here are a few examples of this type of learning activity: 

Interactive Whiteboard 

Assessment Type: Formative or summative (participation only)

Description

This activity leverages interactive whiteboard technology to engage students in collaborative and dynamic learning experiences. Through hands-on participation, students actively manipulate content, solve problems, or contribute to discussions using the interactive features of the whiteboard.

Utilizing an interactive whiteboard fosters active learning and enhances student engagement. This formative assessment encourages collaborative exploration and application of knowledge in real-time. The interactive nature of the whiteboard allows for immediate feedback, making it a valuable tool for reinforcing concepts and promoting interactive discussions among students.

Requirements

• Title formatted as “Interactive Whiteboard: Title”
• Clear instructions on how to navigate and interact with the whiteboard interface
• Engaging content, such as images, diagrams, or problems, for students to interact with
• Guiding prompts or questions to facilitate exploration and critical thinking
• Opportunities for students to annotate, manipulate, or add content to the whiteboard
• Reflection or discussion prompts for students to share insights or learning outcomes

Common Objective Verbs

Bloom’s Level: Apply, Analyze, Create

Objective Verbs: Apply, analyze, collaborate, create, discuss, manipulate, solve

Examples

Here are a few examples of this type of learning activity: