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I’ve worked in many instructional settings that used community circle and taught everything from song games with Kindergarten children in a circle on the floor, to teaching adults sitting in a circle during on boarding to help customers with personal electronics.  Community Circle is a powerful way to build classroom culture, reinforce learning, and create a sense of belonging.  In a corporate setting this helps to build important relationships and while fostering trust with their co-workers which will help increase productivity.  This powerful strategy relies on the instructor becoming an active participant while subtly moving the conversation forward.  At the beginning the facilitator should ask the group to create their own set of group ground rules about when to talk, when not to talk, etc.  When facilitating community circle the role of the teacher sometimes involves asking questions to clarify participants responses, while other times it requires awkward, prolonged silences.  In my experience, when everyone is given a chance to express themselves in a place where they can speak without judgement they are more apt to speak honestly.  This type of open, honest communication can take time and it’s ok if some in the group don’t want to share. However, in my experience those who initially choose not to share eventually let their guards down and contribute to the circle.

I chose this picture because it shows a group of adults sitting in circle.  It is a diverse group with comprised of both men and women, with many different ethnicities and ages represented.  Notice how some of them are smiling, while others are not smiling.  In fact, some look concerned.  From this picture it is not clear who is facilitating this group, although there are only two members of the group with an iPad: the woman in the orange on the left, and the man whose in the white whose back is facing the camera.

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Jigsaw is a powerful interpersonal strategy that promotes the 4 C's: critical thinking, communication, collaboration, and creativity.

When learners become experts and share out with their group, reciprocal learning comes into play. The expert is able to work on his/her ability to articulate and explain his/her thinking. The learners work on their active listening skills. The interactivity of the lesson emulates "real life" and prepares the learners to be productive, competent workers.

The picture that I picked is of a classroom with flexible seating. Just as companies are doing away with cubicles, classrooms are doing away with the traditional desks in rows. Flexible seating creates spaces that allow for students to work in groups and share materials, ideas, resources, etc.  It's an environment that allows you teach academics and soft skills at the same time.

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I chose both because these two can work hand in hand beautifully together. I wish I found these two strategies earlier in our curriculum, as these two align with EXACTLY my thought process of how education should be structured.

-Community Circle-
Very important to examine your group or team. Allow them to discuss their feelings regarding being expected to do specific jobs or tasks. Do they feel comfortable, do they need to be supported and still handle the task, or are they completely intimidated by the objective. As a facilitator, this strategy can be the most emotionally demanding. Ensuring we watch for non-verbal cues from our learners will also help with Community Circle.

-Jigsaw-
Relies heavily on the trust of the group. We cannot expect everyone to perform well in every avenue of learning. This is simply impossible and causes great stress and responsibility on the learner. When Jigsaw is applied to a group, we allow each student or learner to find their comfortability levels and interests and allows them to flourish in their forte. By allowing them to invest more time in their field of expertise, they are able to perfect and strengthen their craft. Resulting in strong areas of a bigger picture.

When you apply these two together, you form one of the most invested, trusted, strong, and reliable teams possible.

I decided on this photo of a village to depict my support of these two learning theories together. The reason why I chose the village is because not everyone in the village is a warrior, not everyone in the village was a basketmaker, not everyone on this village was a hunter or gather, nor were they a Chief. If the village expected everyone to perform every job, this would've given too may duties to village members and their time and focus would be so spread out their major craft or skills couldn't be strengthened. When a village has different pillars with members under specific ones, this allows for a stronger foundation.

When they say it takes a village to raise a child. These words are literal.

-PH

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I recently watched one of Dan Pink’s Ted Talks on the three factors of adult learning motivation: autonomy, mastery, and purpose. He discussed how if employers want their staff to be more engaged in their work they should allow employees to self direct. (Autonomy) He also said that adults get personal satisfaction from personal achievement and feeling knowledgeable. (Mastery) Lastly, he described how adults are motivated to learn when they feel like they are part of something larger than themselves. (Purpose)

The jigsaw strategy meets all three of these conditions. Learners are allowed to be autonomous as they decide how they want to present their newly acquired information to their groups. They are working towards mastery as they seek to become experts on their subtopic. This strategy provides learners with purpose as they work with different groups to complete a task where each person is a contributor. Active listening, clear communication, and collaboration are all valuable skills that learners engage in under this learning.

The picture that i chose shows the three things that motivate adult learners.

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Reading about Community Circle made me think about a post I shared in IDT 525 when we were discussing transformative learning. I wrote about an experience I had observing a teacher professional development workshop focused on culturally responsive teaching. The participants were asked to follow the template for writing a "Where I'm From" poem and then those that wished to do so shared their poems. Although the Where I'm From exercise started as an exercise to help students learn how to write poems, seeing the exercise used to help teachers tap into their own cultural references and experiences as a way to connect to the cultural references and experiences that their students bring to the classroom, was a powerful (and transformative) learning experience. The activity worked very much like the Community Circle described in Strategic Teacher. The facilitator stated the norms for participation and engagement, and stated that everyone had to write a poem, but only those that wished to do so would share their poems. Listening to the poems was an emotional experience; people laughed and cried. They also found commonalities in what drew them to teaching even though they were different ages, races, and from different parts of the country.

Here is the link to George Ella Lyon's original Where I'm From poem, and also a link to a template that you can use to write your own poem.

I chose this photo because it represents comfort and safety. Obviously the hands are forming a circle, which symbolizes a kind of protective field where learners can express themselves freely without fear of judgment. The hands are also touching in a way that each one is supporting the next, which is important to the success of Community Circle in its original form and in the extensions described in the book.

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Jigsaw falls into the broader category of “cooperative learning” and has a multitude of benefits. Cooperative learning increases academic excellence, increases motivation, increases high-level reasoning and increases relationship building among diverse peers.

There are a couple similar ways to utilize the core values of this strategy.  One is within a group project and the other is perhaps a large scale work project that needs to be developed on an accelerated timeline. From time to time at work we will get a new client that needs training to be built from the ground up. Not only are many modules required for the new business, but sometimes a single module can be so large it requires multiple people to get it developed. Three or four of us will get together on the project and assign ourselves chunks of the single module to develop. We each become experts in that area and then assemble the final product. There is a lot to learn when doing this and the core values of Jigsaw shine through. The project is generally challenging because one person could not complete it in time and the work is top-notch because you are getting it developed by multiple designers who in the end will have a chance to evaluate each aspect to create a seamless product.

After coming back to my company I more than ever see the value of how a large team that can work together and employ strategies like Jigsaw. When I originally left I went to a team of one designer (from 12), essentially on an island. While being “the guy” can have its advantages, it can’t replace a well-functioning team where you can bounce ideas of each other and develop some really cool projects. I didn’t know it, but Jigsaw is something I’m doing almost all the time.

I chose this image because I think it strikes to the core of Jigsaw. When you are using Jigsaw you are each taking a piece of the puzzle and assembling it to create one cohesive point or project.

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Community Circle has a really unique quality that it takes into account the importance of emotion and personal investment in course content. Students are encouraged and given space to speak about how content has affected them emotionally and cognitively.

It is becoming increasingly important that people respect and value others around them. As an ID I could see how this could be a really powerful tool for diving into content that may be confrontational for some students. For example, topics about diversity or maybe reading an article that creates emotional response or ideological differences. This method ensures that everyone is heard in a space where they are respected and are more expected to say unconventional or honest opinions. My department recently did a workshop where we spoke heavily about inclusivity, privilege, and the -isms. Some people did not feel heard or that we did not dive deep enough into the content. If we had used a strategy like this, it may have allowed for more people to share how they felt and to feel more included in the conversation and development of knowledge.

My favorite part about this strategy is the meeting of the mind and the heart because I try to live my life like this. I always try to nurture myself with exercise, healthy eating, and time with friends and family. When I take care of myself emotionally I do better at work and in school because I feel emotionally ready and prepared to deal with any stresses or doubts that may occur. For that reason I chose this image.  The mind supports the heart, while the heart if heavy can weigh down the mind.

Thank you all for an amazing semester,
Hannah Luna

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As most of you are aware, although I have a child I am definitely not a teacher.
I have previously shared my experiences as a LGB (Lean Green Belt) and see some similiar core values between the two.  As stated, one aspect of Jigsaw incorporates cooperation, active listening and effective communication to increase problem solving.  This is very similiar to the idea of a Kaizen.  Placing a group of people in a room with the correct tools to improve or alleviate a problem.
Ever since I began the process of becoming certified, the ideas have not only been useful at work but also in my home and school life.
The image below is a beautiful Japanese rendition of what Kaizen means.

Thank you Cohorts for an interesting semester:)
Val

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I've written many times on how I didn't realize that the learning theories or strategies we have learned over the last two semesters existed. I just thought I was learning in a group (constructivism) or collaborating in a group (jigsaw). I must say Jigsaw is a great way to teach content to learners. We use this technique, of course I didn’t know, with our Core Selling Skills class. Instead of drowning them information about the Seven Steps to a Sales call we break them into groups where they collaborate with each other and actively engage in conversation about what each step is and what they may do and any best practices. This gets them sharing and listening to examples and they learn new ways to improve their skills in the field. After the groups have gathered all of their facts and information, they teach back their step to the class and answer any questions from the other participants. We also spend time reviewing what they presented and add anything they may have missed. Learning this way involves all the participants and helps them develop their communicating and listening skills and prepares them for future roles as a manager or team lead.
I chose the photo below because this is what I see when the groups are training back the content. They write their information on the flip chart and as a group they each speak to a fact on their step. This method to me is just a fun way to engage the learner, get them talking and listening, and build their skills for a brighter future.
Have a great week.

PT

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I have experienced a variation of the Jigsaw cooperative learning strategy before in a camp counselor training. The training involved a section in our staff manual on safety and emergency preparedness. The group would separate into smaller groups to go over one area within the section of the manual to learn the material. Then each group would teach the whole class about the section and, on top of that, we had to perform a scenario with one more members playing the parts of a student in an emergency, for example, and other members playing the parts of staff and how they should react in the situation. Of course, the strategy was helpful in learning the material in the staff manual but also it helped the staff, most who had only met that morning, work cooperatively, communicate, workout disagreements, listen to each other’s thoughts and opinions, build consensus, and create a sense of community. All thing you want in a staff training and parts of the Jigsaw teaching strategy. The only part missing was the group reward structure. Given that this was not part of a graded class it makes sense that it wouldn’t have that feature, but in a classroom setting it makes sense to include this to increase motivation through competition and increase the quality of students’ work.

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The photo below shows two adults standing over an unconscious man in an office setting. This reminds me of the staff members playing the role of counselors attending to a student in an emergency situation. The man pointing at the woman will likely stay with the "student" and is telling the other camp counselor to go call 911.

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I really liked this learning strategy! I was reading this chapter thinking, "I do that at work, I do that in MSIDT, I do that too, OOO and that too!". As an ID I have a specialty here at work. When I work on a team I am the ID and there is also a content developer, a subject matter expert, an editor, and a production assistant. We all work together to create these courses. One person completes a card on our Kanban Board, and it moves the task to the next person in the next column. We see a task being handled by one expert at a time to ensure we not only all see the work, but all include our 2 cents per our skill set. This is helpful because as the moving parts of the machine we keep this going. If one member of the team is our, we will not be able to function as a machine, we will be slightly broken. Just like the chart in the chapter, if one student didn't do their part of the chart, the assignment is incomplete. Jigsaw to me another way of saying, "Team work makes the dream work".

-Hieyam

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Jigsaw is an important teaching strategy because it not only helps students learn the material deeply but also helps students learn cooperation and team building skills. Jigsaw is a fantastic strategy because it creates a space to improve skills that reach beyond the walls of the classroom.  These skills are vital for students to cultivate because they are skills that they will need for the rest of their lives.  Team building and conflict resolution are more than just school skills, they are life and work skills. It is crucial to make sure students are actually working together instead of divvying out pieces of the assignment to work individually on.  Nowadays, workers need to be able to do most than just their work, they need be able to work cohesively with a team.  Luckily, through Jigsaw, this is developed early on in their schooling.

The picture I chose shows the students coming together to complete the word “teamwork.”  Each student is holding the missing piece to the puzzle.  Without that one student, the word and group would not be complete.  This shows how the group as a whole is important, but the strength comes from the individuals that make up the team.  Each student brings something to the puzzle, making each contribution special. I chose this picture specifically, because I think that teamwork is the most important part of the Jigsaw strategy.  Students need to be able to work with their small group and their expert group, allowing them to interact with their classmates in different ways.  It also shows how the students are there to support one another to make sure that every student understands the material.

-Alyson

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Hi All,

As we know so much of our role as a Designer is to design and develop content. Occasionally, if not rarely do we stop to consider the dynamics of the classroom because we are so focused on content. After reading about Community Circle, it made me stop and reflect on what it means to build a sense of community in the classroom. Since becoming a Designer, my focus has shifted away from the classroom and delivering content in a new way- via eLearning. But after reading about Community Circle it reminded me of the importance of considering the internal workings of the learning- their emotions and values. It’s a much more holistic approach, rather this is this content that needs to be in your head and ignoring other parts of the learner. It’s the essence of the Body and Spirit in learning that we read about last semester in Adult Learning: Linking Theory and Practice by Miriam and Bierema.

I think this approach can best be used in ILT (Instructor Led Training). I envision it used as bookends of a class. First, in the beginning when everyone introduces themselves and provide an opportunity to express how they are feeling going into training. Lastly, it can be used at the last debrief of the day as well as the last day of the class. It could be used to reflect on the days learnings, and as one student is speaking help to reinforce and review what was covered. I feel the image of the hands illustrates we are apart of one another's learning and can lend a "hand" not only in learning but in building a sense of community- just as we have done here in our program.

-Elena

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Community Circle in instructional design is key to a successful project. It allows individuals to work in groups where everybody is equally important. Often in project management, people get overshadowed by individuals who are always taking the front seat. Community circle strategy can help every designer share their thoughts and ideas without feeling left out, this can result in productive projects. Complimenting each other can allow designers to feel good about themselves. Asking each other questions can develop critical thinking and analysis. Questions always leads to new thoughts and discussions, which in turn helps build a community spirit.

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Hey Cohort!

I feel both explore different aspects of collaborative learning and they both can be extremely useful in instructional design. A recent research study conducted by Baek, Youngkyun,  Touati, & Achraf. (2017),  found that collaboration skills significantly predicted achievement in students participating in a mobile learning game called Minecraft.  This is why I feel both strategies are important, because even if the student is not interested in the subject, they can still achieve the goal if they have good
collaboration skills.

I would like to focus more on community circle since it corresponds to a topic mostly ignore in an educational setting: body and spirit in learning.  As the text said on page 197, humans need a place to belong. Using this strategy to teach allows students to be open, honest, creative, and respectful, while at the same time achieving the goal of the lesson.  The most important part of this strategy is to create a safe space for student's to express their experiences and feelings.

I can see this strategy being used in a mixed training with partial e-learn and traditional classroom instruction.  Although it can also be used in an e-learn with collaboration on a digital level.  Part of the strategy involves reflection.  Reflection of experiences and emotions.  In the last semester my group and I were able to incorporate a reflection portion to our presentation regarding Body and Spirit in Learning from the book Adult Learning: Linking theory and Practice, by Miriam and Bierema.  At the end of presentation, we encouraged our cohort to draw a picture using a digital sketch pad: https://sketch.io/sketchpad/
Then we asked them to share it with the class in their discussion board post and explain what it meant to them.  Students were able to respond and provide feedback through the discussion board in a respectful way that was established at the start of the class.

Thanks for reading!
~Ruthie

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When reading about community circle, I thought about this program as a whole and how the instructional path we have taken aims to create a community circle.

A sense of belonging: We were/are encouraged to socialize in a variety of methods, including the Boot-up meeting, the Facebook group, and the Moodle Community. The Boot-up meeting gave us access to each other, but also the teaching staff who can often feel inaccessible and impersonal in an online setting. The image I chose below is representative of our connectedness even though we are rarely ever in same space.

The personal feelings and values of students: Many times in the courses we've been asked to reflect on personal and professional lives and share them in the community. This helps us relate to each other with shared experiences as well as makes our previous knowledge/backgrounds valued and relevant.

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Sketchpad: Free online drawing application for all ages. Create digital artwork to share online and export to popular image formats JPEG, PNG, SVG, and PDF.

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Sketchpad: Free online drawing application for all ages. Create digital artwork to share online and export to popular image formats JPEG, PNG, SVG, and PDF.

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The Jigsaw strategy (aka Teach-Back and Show-Me) is all about collaboratively expanding knowledge in many directions from one source. I chose an image of a tree growing from a book to illustrate this point of view. 

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The Jigsaw strategy (aka Teach-Back and Show-Me) is all about collaboratively expanding knowledge in many directions from one source. I chose an image of a tree growing from a book to illustrate this point of view. 

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Cooperative learning is like a tree in that the stronger the base (roots, trunk), the greater opportunity for growth. Each topic and subtopic learned (limbs, branches, twigs) attaches to others forming connections, or in the case of learning, contextualizing subjects and concepts. The larger the structure, the more leaves it has, allowing the foliage to absorb maximum sunlight that’s converted into energy for greater expansion.

There are many benefits to using this strategy in instructional design. In our group work in MSIDT, I have grown my abilities to listen, communicate, debate, agree/disagree, problem-solve, and of greatest significance, collaboratively produce large volumes of work in a relatively short time.

- Kathryn Davis