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As mentioned in article above, technology in the classroom expands the potential for students to engage with more accessible material, but it also helps people to connect, something that can be used as an educational tool.

When having a class discussion, consider teaming students up with other students from different districts via the internet who are having similar discussions within their classroom. This allows for an engaging activity as your students want to impress the students of other schools while also encouraging students to compare and contrast their findings with a different class's.

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The new question-of-the-week is:
What are effective ways to use tech in English classes?
There are lots of English classes in schools and there are sure a lot of ed-tech possibilities out there.

This series will explore if there are any useful connections that can be made between them.

This is part of a series considering tech tools for different content classes (you can see posts on tech in math classes here and on tech in social studies classes here).

Today's column features responses from Jennifer Casa-Todd, Jenny Vo, Maggie Verdoia, Sarah Acosta Landry, Ingrid Nelson, and Stephanie Affinito. You can listen to a 10-minute conversation I had with Jennifer, Jenny, and Maggie on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

You might also be interested in The "All-Time" Best Web Tools For English Language Learners and The Best Places Where Students Can Write For An "Authentic Audience."
Response From Jennifer Casa-Todd The temptation to have students use a Chromebook or tablet to write and peer edit papers is great, but there is so much more to using tech in English. Don't get me wrong; using collaborative tools to get feedback on a student's writing (text or audio) can be very powerful, but technology and social media allow for powerful storytelling and transformational learning experiences in English classes. Here are a few examples: and have your kids reach out to the authors with their questions or comments. -Use your own social-media connections to find another class reading the same book and connect with them by sharing questions and feelings about the book on Google Hangouts or Webroom (if in the same time zone), or Padlet or Flipgrid (if synchronous meetings are not possible). -Have students join the Global Read Aloud, created by Pernille Ripp, and use the Twitter hashtags to talk about what resonates. OR create a slow chat (from a class account if students are under 13) and invite others to respond to your students' questions. with resources to get started. for students to synthesize what they know about a story or create an alternative ending. ) to create scavenger hunts or BreakoutEDU style challenges for vocabulary or content sharing. -Have kids post a review on Amazon or Goodreads for the book they are reading in class or Rotten Tomatoes for a film they are watching (class account for younger kids). Help them to construct a review and teach them how to respond positively and critically to other reviews with which they either agree or disagree. This not only provides an authentic audience, but it also teaches students how to comment appropriately to others. -Create a Twitter poem using a maximum of 280 characters. and the power of Google Earth to create an interactive map of the setting and moments that resonate from the novel or story they are reading. for novels, stories, and nonfiction units. Hyperdocs reinforce the 4Cs, are multimodal and therefore allow for a variety of entry points, and provide students with the opportunity to work at their own pace. Most importantly, ask your students-what are they writing, reading, creating? Students lead rich digital lives outside the classroom. Use these ideas flexibly to meet your curriculum needs; this will reinforce their own literate behaviors and help them to feel valued in the classroom. Response From Jenny Vo
Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has been teaching for 22 years and is currently an ESL ISST in the Katy Independent school district in Katy, Texas:
In this digital age where technology is everywhere, it behooves us as educators to embrace it and use it to our benefit and for the benefit of our students. Why not integrate technology into your instruction to enhance the learning experiences of your students? The goal is not to substitute technology for quality teacher instruction but to integrate it seamlessly so that it supports your teaching and provides the students with interactive, meaningful lessons that will engage both their attention and their brains. With so many programs and Apps available, however, teachers need to make wise choices about which ones to use and how to use them. What are some effective ways you can use technology in the classroom?

1. Use technology to develop the language skills of your students, especially your English-language learners
. There are great programs and Apps that help the students with their listening, speaking, reading, and writing skills. Flipgrid is a great online discussion tool where students can record themselves responding to questions posted by the teacher and then listen and respond to other students' replies. Use this to activate background knowledge, share experiences, book discussions, etc. Poplet is a powerful mind-mapping tool that allows students to think and learn visually. They use words and pictures to show relationships between ideas. Use this to teach vocabulary, main idea/details, plan for writing, plan out presentations, etc. EPIC and ReadWorks are online libraries of books and nonfiction and literary articles. Teachers can assign students books to read during independent reading time or at home. Students may also choose books themselves. They both have quizzes and assessments that teachers can use to track their students' reading progress.

2. Use technology to give your students opportunities to share their learning and show off their work.
Have students create presentations using PowerPoint or Google Slides. With TeleStory, students can create their own movies. Students can write stories using StoryJumper. These are great to use at the end of the unit when you want students to summarize what they have learned. Not only will the students feel great about sharing their work, you can also use the finished products as an assessment tool and to share with parents what their children have learned.

3. Use technology to enhance your lessons and for assessments. Teachers can use technology to create and deliver lessons and to assess student learning. My school started using Nearpod last year. Nearpod has been a game changer in helping to create engaging and interactive lessons for our students. You can create your own lessons or import lessons from the lesson bank and customize them to your needs. You can add interactive features such as 3D objects, polls, open-ended questions where students can type in answers or draw their answers, virtual field trips, quizzes, etc. It is a great tool for formative assessment during your lesson. Reports can be printed out and used to determine which students mastered the concepts and who needs reteaching. Kahoot! is a game-based technology tool that can be used for pre- and formative assessment. Use it to check for background knowledge, check for understanding midunit, or as a review before an assessment. Teachers can add questions and polls, along with images and videos to their quizzes. Like Nearpod, Kahoot! also has a bank of quizzes that teachers can access and customize.

Technology will only get more advanced as time goes by. Why not embrace it and allow it to support our instruction? Our students will benefit from the fun, interactive lessons and will think we are so cool because we know how to use technology. It's a win-win situation! Response From Maggie Verdoia, Sarah Acosta Landry & Ingrid Nelson

Maggie Verdoia and Sarah Acosta Landry are teachers at Raymond J. Fisher Middle School in the Los Gatos Union school district in Los Gatos, Calif. Ingrid Nelson is a teacher at John Sloat Elementary School in the Sacramento City Unified school district. They are members of the Instructional Leadership Corps, a collaboration among the California Teachers Association, the Stanford Center for Opportunity Policy in Education, and the National Board Resource Center at Stanford:
It's easy to feel overwhelmed by all the tech tools available for the English classroom. As teachers, even though tech is engaging for students, we know that arbitrarily choosing a tool is not going to raise content mastery-it has to be the right tool, for the right purpose, at the right time. In designing 21st-century instruction for an English class, we seek tech tools that promote three key areas: inquiry, reasoning (or critical thinking), and authenticity. When tech allows students to inquire effectively and safely, think critically about the world around them, and do so in authentic ways, we know it's a good integration. (reliability-authenticity-purpose) works well to help them evaluate websites and determine credibility. . , a virtual bulletin board that can be used in a multitude of ways. For inquiry, students use Padlet to post questions (for example, either as part of a K-W-L activity or in response to student presentations), or to post answers to other students' questions. When it comes to authenticity, we want students sharing their work with real audiences, and Padlet works well as a place where students can share their writing (via the Google Doc link) and then comment on each other's pieces using Padlet's comment feature.
A cool tool to get those brains thinking critically is EdPuzzle to publish their thinking in small groups (think Literature Circles) by posting thoughts and commenting on the thoughts of others. And if we want to share with a wider audience (the entire school or beyond), we use Google Sites We challenge you to choose a tool and implement it with your students! They'll thank you! Response From Stephanie Affinito to publish student work. We use Google Sites for literature circles, reciprocal lessons, book reviews, and student portfolios. Our conceptualization of literacy is ever evolving. It includes attention to new, digital, and multimodal literacies and acknowledges that these literacies change our habits as readers. Therefore, literacy teachers must reimagine instruction to ensure students authentically create, communicate, collaborate, and learn together through technology. Based on my work in teacher learning communities, I have found technology can be particularly effective to build connected literacy communities, engage teachers during professional development, and support personalized learning, lessons easily transferred to the English classroom: Build a connected literacy community. Engage students during literacy instruction. Support personalized learning. Above all, pedagogy must lead technology. We must intentionally choose digital tools for the classroom using our knowledge of the learners in front of us. If we focus on how technology can amplify student voice and provide authentic audiences for student work, we harness the power of literacy, empowering students to share their voices with the world and leave their mark on it. Flip your classroom with technology! Flipped learning is a pedagogical approach where individual reflection precedes group collaboration and discussion to create an active and engaged learning space. Create resources for students to guide their own learning: collections of texts and videos, tutorials for skills and strategies, and options for student choice. Connect individually with students to support their journeys and share their voice with others. Innovate your literacy teaching by using technology to spice up lessons and increase student engagement. Survey students before a new unit of study using Google Forms to inform your planning and instruction. Create attractive slides and memes to spark thinking using Canva or Adobe Spark during lessons. Encourage interaction through QR Codes and ThingLink. Engage students by creating backchannels for discussion through Recap or Today's Meet. Technology has the potential to connect readers and writers together. Students can use digital tools such as Padlet and Flipgrid to share books they are reading and begin literate conversations. Students can use Google Docs to easily share their writing with others for feedback and celebration. While these connections might begin in the classroom, they can be continued outside of them, blurring the boundaries of learning. Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first seven years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar. Look for Part Two in a few days.
. There's no denying kids love watching videos online. With EdPuzzle, you can take YouTube videos and make them interactive for students. Teachers import the YouTube video, either use the audio given or record your own, and embed critical-thinking questions for students to answer. Students can also create EdPuzzle videos to demonstrate their own thinking about a text (digital or traditional) and teach others!

Stephanie Affinito, a former classroom teacher and literacy specialist, is a literacy teacher educator at the University of Albany. She has a deep love for literacy coaching and supporting teachers' learning through technology and presents nationally on this topic. You can find her online at stephanieaffinito.com and on Twitter at @AffinitoLit:

Thanks to Jennifer, Jenny, Maggie, Sarah, and Stephanie for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.

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Response: Ways to Use Tech Effectively in English Classes (Opinion)

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Jennifer Casa-Todd, Jenny Vo, Maggie Verdoia, Sarah Acosta Landry, Ingrid Nelson, and Stephanie Affinito share suggestions on how to use tech in English classes.

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The article attached above gives examples of the different types of fake news, or false information. From click-bait stories to inaccurate journalism, the reader is counselled on false information identification and prevention. Using this article in my Secondary English Language Arts classroom, I hope to help motivate and instill in my student the importance of fake news elimination through a problem-based learning approach.

After reading and discussing this article, I would ask my students to use what we learned about what fake news is and how it is delivered to write a fiction story in which everyone believed whatever they read and the chaos that would ensue.

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Experts now recommend avoiding the term 'fake news', or at least limit its use, as the term 'fake news' is closely associated with politics, and this association can unhelpfully narrow the focus of the issue. The term 'false information' is preferable as it can refer to a diverse range of misinformation and disinformation covering topics such as health, environmental and economics across all platforms and genres, while 'fake news' is more narrowly understood as political news stories.

What is False Information?

Lots of things you read online especially in your social media feeds may appear to be true, often is not. False information is news, stories or hoaxes created to deliberately misinform or deceive readers. Usually, these stories are created to either influence people's views, push a political agenda or cause confusion and can often be a profitable business for online publishers. False information can deceive people by looking like trusted websites or using similar names and web addresses to reputable news organisations.

According to Martina Chapman (Media Literacy Expert), there are three elements to fake news; 'Mistrust, misinformation and manipulation'.

The Rise of False Information

False information is not new, however it has become a hot topic since 2017. Traditionally we got our news from trusted sources, journalists and media outlets that are required to follow strict codes of practice. However, the internet has enabled a whole new way to publish, share and consume information and news with very little regulation or editorial standards.

Many people now get news from social media sites and networks and often it can be difficult to tell whether stories are credible or not. Information overload and a general lack of understanding about how the internet works by people has also contributed to an increase in fake news or hoax stories. Social media sites can play a big part in increasing the reach of these type of stories.

The economics of social media favour gossip, novelty, speed and "shareability"' Simeon Yates

Types of False Information

There are differing opinions when it comes to identifying types of false information. However, when it comes to evaluating content online there are various types of false or misleading news we need to be aware of. These include:

1. Clickbait

These are stories that are deliberately fabricated to gain more website visitors and increase advertising revenue for websites. Clickbait stories use sensationalist headlines to grab attention and drive click-throughs to the publisher website, normally at the expense of truth or accuracy.

2. Propaganda

Stories that are created to deliberately mislead audiences, promote a biased point of view or particular political cause or agenda.

3. Satire/Parody

Lots of websites and social media accounts publish fake news stories for entertainment and parody. For example; The Onion, Waterford Whispers, The Daily Mash, etc.

4. Sloppy Journalism

Sometimes reporters or journalists may publish a story with unreliable information or without checking all of the facts which can mislead audiences. For example, during the U.S. elections, fashion retailer Urban Outfitters published an Election Day Guide, the guide contained incorrect information telling voters that they needed a 'voter registration card'. This is not required by any state in the U.S. for voting.

5. Misleading Headings

Stories that are not completely false can be distorted using misleading or sensationalist headlines. These types of news can spread quickly on social media sites where only headlines and small snippets of the full article are displayed on audience newsfeeds.

6. Biased/Slanted News

Many people are drawn to news or stories that confirm their own beliefs or biases and fake news can prey on these biases. Social media news feeds tend to display news and articles that they think we will like based on our personalised searches.

7. Imposter Content

When genuine sources are impersonated with false, made-up sources. This is dangerous as it relates to information with no factual basis being presented in the style of a credible news source or article to make it look like a legitimate source.

8. Manipulated Content

When real information or imagery is manipulated to deceive, as with a doctored photo or video. This can be used to mislead people or create a false narrative about something or someone.

T he False Information Business Model

The internet and social media have made it very easy for anyone to publish content on a website, blog or social media profile and potentially reach large audiences. With so many people now getting news from social media sites, many content creators/publishers have used this to their advantage.

False information can be a profitable business, generating large sums of advertising revenue for publishers who create and publish stories that go viral. The more clicks a story gets, the more money online publishers make through advertising revenue and for many publishers social media is an ideal platform to share content and drive web traffic.

False Information, Social Media, and the Filter Bubble

In a recent article on media literacy, Hugh Linehan noted; "Media is no longer passively consumed - it's created, shared, liked, commented on, attacked and defended in all sorts of different ways by hundreds of millions of people. And the algorithms used by the most powerful tech companies - Google and Facebook in particular - are brilliantly designed to personalise and tailor these services to each user's profile."

When we go online or login to a social network we are generally presented with news, articles and content based on our own searches online. This type of content tends to reflect our own likes, views and beliefs and therefore isolating us from differing views and opinions. This is often referred to as a filter bubble.

What can we do about False Information?

Google and Facebook have announced new measures to tackle fake news with the introduction of reporting and flagging tools. Media organisations like the BBC and Channel 4 have also established fact checking sites While these are welcome developments, digital media literacy and developing skills to critically evaluate information are essential skills for anyone navigating the internet and especially for young people.

The vast amount of information available online and rise in fake news highlights the need for critical thinking. Children need to develop critical thinking from an early age. This is a key skill for young people to develop as they enter into third level education and prepare themselves for the workplace.

How to spot False Information?

Anyone can fall for false information online. There are a number of things to watch out for when evaluating content online.
1.Who is sharing the story?
Check if the the social media account sharing the post is verified. Most public figures and media outlets display a "blue badge or check mark" which means the account has been authenticated. This can mean the content of the post is more likely to be reliable, although not always.
2. Take a closer look
Check the source of the story, do you recognise the website? Is it a credible/reliable source? If you are unfamiliar with the site, look in the about section or find out more information about the author.

3. Look beyond the headline
Check the entire article, many fake news stories use sensationalist or shocking headlines to grab attention. Often the headlines of fake new stories are in all caps and use exclamation points.

4. Check other sources
Are other reputable news/media outlets reporting on the story? Are there any sources in the story? If so, check they are reliable or if they even exist!

5. Check the facts
Stories with false information often contain incorrect dates or altered timelines. It is also a good idea to check when the article was published, is it current or an old news story?

6. Check your biases
Are your own views or beliefs affecting your judgement of a news feature or report?

7. Is it a joke?
Satirical sites are popular online and sometimes it is not always clear whether a story is just a joke or parody... Check the website, is it known for satire or creating funny stories?

Useful Resources:

Be Media Smart - www.bemediasmart.ie #StopThinkCheck

Developed by Media Literacy Ireland, Be Media Smart offers useful tips and guidance on how to tell the difference between reliable and accurate information and or deliberately false or misleading information.

Media Literacy Ireland - www.medialiteracyireland.ie

Facilitated by the Broadcasting Authority of Ireland, MLI is a network of volunteer members coming from a large number of sectors, organisations and interests, working together to empower people to make informed media choices about the media content and services that they consume, create, and disseminate across all platforms. The MLI offers useful media literacy resources, research, and news.

Fact checking sites

Snopes: snopes.com/

PolitiFact: politifact.com

Fact Check: factcheck.org/

BBC Reality Check: bbc.com/news/reality-check

Channel 4 Fact Check: channel4.com/news/factcheck

Reverse image search from Google: google.com/reverse-image-search

Deep Fakes and Visual Deception

Deepfakes are fake videos created using digital software, machine learning and face swapping. Deepfakes are computer-created artificial videos in which images are combined to create new footage that depicts events, statements or action that never actually happened. The results can be quite convincing. Deep fakes differ from other forms of false information by being very difficult to identify as false.

Find out more in Explained: What Are Deepfakes?

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Explained: What is Fake news? | Social Media and Filter Bubbles

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Fake news is news or stories created to deliberately misinform or deceive readers. Fake news is often created to influence views or for political motives.

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This language arts grammar jigsaw is inspired by the activity plan above. It will probably require at least two class periods or perhaps three (unless you're on a block schedule).

First, students would be placed into four different groups. The each group will be given the task to become an expert on one of the following:

- Nouns and Adverbs
- Pronouns and Interjections
- Verbs and Prepositions
- Adjectives and Conjunctions

In order to become an expert on their assigned parts of speech, students will ask to come up with and write down:

- A definition
- 10 examples words
- Rules about using the part of speech
- Unique qualities about the part of speech
- Create two examples of a part of speech in a sentence and underline the part of speech.

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When it comes to cooperative learning techniques, I was surprised to learn that the jigsaw strategy has been used for over 30 years in the classroom.

tive educational outcomes and reduces racial conflict.

If you haven't had a chance to use the jigsaw strategy, I would highly recommend it.

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 exactly what makes this strategy so effective.

The jigsaw strategy is a remarkably efficient way to learn the material. More importantly, 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. cooperative learning

This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task. cooperative learning

Lastly, the jigsaw strategy can be used effectively in any core academic area. c ooperative learning

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A Simple Jigsaw Step-By-Step

As I mentioned above, the jigsaw strategy is a unique cooperative learning approach. With this approach, students work together as a team toward learning the target material--particularly when that material contains several chunks of related information.

Although many students will arrive in your classroom with some jigsawing experience, there's always going to be several who will have no idea how to proceed.

For that reason, I would strongly suggest doing a simple one-class-period jigsaw activity before proceeding to more challenging and involved assignments.

Start by determining your target material. What is it that you want your kids to learn?

Obviously that could be anything that you want to choose, but for this example, I will choose as the target material the question, "What does it take to become a successful student?"

The answer to that question will become the completed jigsaw at the conclusion of the activity.

Step 2: Determine how many pieces there will be in that puzzle. I'm using the term "pieces" to indicate separate chunks of information regarding the target material (the completed puzzle).

For this example, those pieces might include the following:

Supplies and organization

Preparing to enter the classroom

Positive classroom behavior

Study and homework techniques

Other factors affecting school success

Step 3: Once you have determined the specific pieces, it's time to divide your class into groups (jigsaws) of four or five depending on the number of students in the class and the number of "pieces" for the puzzle.

Have your kids sit together in their groups and explain to them that this is their home group or jigsaw group.

Tell them that they are all about to become experts on one aspect of the question, and in order to do, that they will have to temporarily leave their new group and join an expert group.

Note: I've found that this it's helpful to have numbered signs in each group area so that kids know what group they started in, what group they're going to, and what group they return to at the conclusion of the activity.

Remind them to note the numbered group area in which they are currently sitting before temporarily dividing them into expert groups.

Obviously, you may use your own favorite grouping strategy.

Step 5: After the kids have relocated to the expert groups, visit each expert group with a note card containing the numbered pieces of the puzzle.

Explain to the class that each expert group is to brainstorm ideas related to their particular topic, but NOT ideas related to any of the other topics listed.

So, expert group number one does Supplies and Organization, expert group number two does Preparing to Enter the Classroom, and so on.

Remind them that they will need to take notes on what they are discussing so that when they return to their original jigsaw group, they can "teach" the other members of their jigsaw group what they learned.

Those summaries then could be displayed for the entire class to compare, contrast, and synthesize.

Of course, with more complex and demanding jigsaws, other methods of evaluation would probably be more effective.

A Language Arts Grammar Jigsaw

This example of a language arts grammar jigsaw will probably require a longer period of time than the example activity outlined above.

I would think that you would need at least two class periods or perhaps three (unless you're on a block schedule).

As you know, grammar seems to be a difficult area for many students. The eight parts of speech seem to be learned at various grade levels but then quickly forgotten by students.

This jigsaw activity may increase retention time.

This takes very little preparation. All that you would need are resource books with examples of the parts of speech. And, if you're a language arts teacher, you probably have these readily available in your classroom.

noun, pronoun, adjective, verb

adverb, preposition, conjunction, interjection

Then tell your kids that they are to find out the following about each part of speech:

Definition

10 examples words

Rules about using the part of speech

Unique qualities about the part of speech

Use two examples of a part of speech in a sentence and underline the part of speech.

Step 3: Once the students have found out the information about the two parts of speech, you may want to set up four stations in the room (noun, verb, adjective, and adverb).

Then, you can have four of the eight part of speech experts meet together and then switch to (pronoun, preposition, conjunction, interjection).

The experts need to talk to each other and make sure that they have their information correct.

The jigsaw lesson strategy can be used in the language arts classroom any time there is a great deal of information to be learned.

For example, Renaissance poetry can easily be organized into a Jigsaw lesson. It just takes a little planning, but students will learn how to work together to learn a great deal of information quickly.

Using a Jigsaw for an Author Study

An English class involved in an in-depth, 9-week author study, say on Gary Paulsen, would benefit from the jigsaw approach.

Again, you would divide your class into groups of four or five depending on the number of students in the class and the number of "pieces" for the puzzle.

I'm using the term "pieces" to indicate separate chunks of information regarding Gary Paulsen.

Those pieces might include some or all of the following chunks of information:

Paulsen's childhood and schooling

His life as an adult and author

Novel One--Hatchet

Novel Two--Dogsong

Novel Three--Dunc and the Flaming Ghost

Paulsen's awards and recognitions

For additional information about author studies and free downloads of associated materials, please see the Author Study page.

Examples in other Core Academic Areas

I'm an English teacher, so what follows here concerning jigsaws for other subject areas is pure conjecture on my part. I'm merely suggesting possible pieces for jigsaws in the indicated areas.

YOU are the expert in your field. Take from this only what's intended--a kick start for your own idea generator.

If you are a geography teacher, and you want your kids to learn about Great Britain, some pieces for the jigsaw might include some or all of the following:

Demographics (which, of course, could be further divided into separate pieces)

Natural Resources

Land and Water Forms

Imports and Exports</li>

Political Climate

If your math students are studying fractions, some possible pieces for the jigsaw might include...

Adding Fractions

Subtracting Fractions

Multiplying Fractions

Dividing Fractions

Practical Applications for Fractions

If you are a science teacher, and you want your kids to understand the carbon cycle, some pieces for the jigsaw might include some or all of the following:

Where does this process occur in the biosphere and geosphere?

What is the correct chemical equation to describe the process?

What is the rate of the process, with correct units?

What is the residence time of carbon in the reservoir that leads to this process?

How does this process affect or control atmospheric CO2?

If your American History students are studying World War II, some possible pieces for the jigsaw might include...

What were the causes of the war?

Who were the Allies and the Axis powers?

What significant battles were fought in the European theater, and when did they occur?

What significant battles were fought in the South Pacific, and when did they occur?

Explain the decisive events that led to the ending of the war.

Once again, the above suggestions are nothing more than that.

YOU are the expert in your field, and only YOU can determine the most appropriate jigsaws and their associated pieces that best suit your educational purposes.

Conclusion of Cooperative Learning Jigsaw

Of all the cooperative learning strategies, I think that the jigsaw technique is the most effective. cooperative learning

After all, when kids learn something well enough that they can teach it to others, they have truly mastered the material.

There is a corollary benefit as well--students working as a team, with each team member contributing to the overall success of the group, learn a vital real-life lesson.

As you know, no matter how your kids will eventually be employed, they will always be part of a team effort.

And, the jigsaw strategy allows them to hone their cooperative/competitive skills in an arena far removed from the athletic field.

For additional information regarding cooperative learning, please see... cooperative learning

Thank you for allowing me to occupy a small portion of your day today, and especially, thanks for all you do for our kids!

References

http://www.brighthubeducation.com/middle-school-english-lessons/76433-use-the-jigsaw-method-to-teach-the-eight-parts-of-speech

http://www.jigsaw.org/overview.htm cooperative learning

Return to Daily Teaching Tools from Cooperative Learning: Jigsaw Strategy

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Cooperative Learning: 7 Free Jigsaw Activities for Your Students

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When it comes to cooperative learning techniques, I was surprised to learn that the jigsaw strategy has been used for over 30 years in the classroom. tive educational outcomes and reduces racial conflict. If you haven't had a chance to use the jigsaw strategy, I would highly recommend it.

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Once students have completed this task, count students off in each group, giving each student in the same group a separate number. Once students meet up with those in other groups with the same number, there should be many groups with a total of four students. Each member in these new groups should come from a different group.

Ask students to share their finding with their new group members, helping each other to become  experts on all of the parts of speech.

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https://docs.google.com/document/d/1dWohwaZl9x2kbuFRFtCRObJuH3OyES17_Rem_OK5wss/edit?usp=sharing

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Using the article used in the "Project Based Learning" activity, students will focus on the "What can we do about False Information?" section, including the "How to Spot Misinformation" sup-header. Using the information given, I would put my students into groups of three or four to come up with a project proposal to spread awareness and skills for upcoming generations--and potentially already established generations--to prevent the negative effects they have explored in the "Project Based Learning" activity.

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When encouraging my kids to learn how to write a persuasive essay, I can recruit the help of serviced based learning as I choose my student's topic of interest. If I were to choose to have my students write a persuasive paper to convince fellow student to contribute to the Santa's Helper's fundraiser for families in need during the holidays, then my students would have a purpose behind their work. For this reason, I will be enlisting a fundraiser of some sort when encouraging my students to write a persuasive paper.