# data[].attributes.body
1. To help students relate their newly acquired knowledge to their prior knowledge to construct new knowledge.

2. To provide opportunities for students to develop social skills.

# data[].attributes.body
According to Bidyapati (2021), through the learning process, people acquire the knowledge, abilities, and attitudes needed in society. All living things change their behavior as a result of learning, which is an important process in human behavior. Students must learn for themselves, and learning results from how they interpret and respond to their learning experiences. People perform better and learn more effectively when their experiences are influenced by other past encounters. The knowledge, attitudes, behaviors, and perspectives of learners may change, and they may adopt new viewpoints on concepts, ideas, and the outside world.

# data[].attributes.body
Parankimalil (2015) stated that vicarious and first-hand experiences can both lead to learning. Vicarious is defined as not actively participating in the experience yet nevertheless learning from the experience of another person. Face-to-face interactions within small groups should be encouraged wherever possible to promote learning experiences. The aims that are reflected in learning situations should be as diverse as possible.

# data[].attributes.body
Many learning theories have been developed as a result of the complexity and individual differences among learners. Many learning theories, including behaviorism, constructivism, cognitivism, humanism, and others, aid teachers and curriculum planners when designing a curriculum.

# data[].attributes.body
T: (Think) Teachers usually start off by posing a specific query regarding the material. The knowledge they have about the subject is "thought" about by the students.

P: (Pair) Each student has to be placed in a small group or partnered with another student.

S: (Share) Students converse with a partner about their ideas. The "sharing" is expanded by teachers into a class-wide conversation.

# data[].attributes.headline
How does Think-Pair-Share works in the classroom?

# data[].attributes.subject
How does Think-Pair-Share works in the classroom?

# data[].attributes.body
Think-Pair-Share is a cooperative learning activity that gives pupils the opportunity to construct new knowledge. To initiate the activity, the teacher will ask the students a question about the topic being covered. Students will be told to think about their answers.  As a result of this step, assessing their prior knowledge and possible misunderstandings will be made easier. After, students will be paired with a partner to discuss their answers and then share their answers with their classmates and teacher. The teacher will teach the lesson, then pair students together to discuss their thoughts on what they just learned and have them share their answers with the class.

# data[].attributes.headline
Example of the Think-Pair-Share activity in the classroom.

# data[].attributes.subject
Example of the Think-Pair-Share activity in the classroom.

# data[].attributes.body
The topic is “How do Plants Grow?"

The teacher can ask students the question, “How do you think plants start as a seedling and then turn into a plant?” The teacher will give students time to think about their answers. Students will be paired up or placed in small groups to discuss their answers about how plants grow. Students will formulate an answer and share it with the class. The teacher will go through the entire lesson about how plants grow. When the lesson is taught, the teacher will do the think-pair-share activity again and have students discuss their new answers based on what they learned.

# data[].attributes.body
The Jigsaw activity is another method of cooperative learning that allows each member of a "home" group to focus on a particular part of a topic. After learning the subject alongside peers from other groups who were given the same component, students return to their "home" group and instruct the other members of their "home" group on what they had learned. By using this technique, each student in the "home" group acts as a piece of the topic's jigsaw puzzle, and when they all come together to work on it, they finish the puzzle.

# data[].attributes.headline
Example of the Jigsaw activity in the classroom.

# data[].attributes.subject
Example of the Jigsaw activity in the classroom.

# data[].attributes.body
The topic is "Parts of a Plant".

1. The teacher will assign each student to one of the five groups: flowers, leaves, stems, roots, and seeds. Each team will develop into "an expert" on a specific plant part.

2. Once the groups are formed, the teacher will pass out their corresponding part. Time will be set aside for groups to interact and share their initial findings.

3. The students will fill out a worksheet with observations from the lesson.

4. The students will be divided back into their main groups after ten minutes. Each of these groups will consist of five students, one of whom should be an expert on each part of the plant.

5. Each student will share their observations of their assigned plant part with their main group. Students will be encouraged to consult their peers with questions.

# data[].attributes.body
This video will help students develop an understanding of how seedlings grow. This is a great educational video that can be used during the lesson that the teacher has to teach.

# data[].attributes.body
The worksheets down below can be used by the students when they are making observations about each part of the plant.

# data[].attributes.body
Jigsaw Activities: Examples & Classroom Applications. (2015, December 15).

Bidyapati (2021, September, 26). NATURE OF LEARNING.

Parankimalil, J. (2015, January 20). Meaning and Nature of Learning.