New Teacher Tips on How to Use Jigsaw Reading Activities to Cater to Mixed Ability Classes | Reading Comprehension Stories

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University of California: 

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This university provides world class education for its students. the school has emerged as a pacesetter in nursing analysis with numerous federal and state funded grants. they provide highest quality education and patient care. Their aim is to teach and educate students to become very competent nurse leaders for clinical apply, tutorial scholarship, and a focus administration. to provide best to attention business they fight for, and encourage adherence to high standards and competence. Jigsaw reading and STAD ar 2 kinds of cooperative learning activities that lecturers ought to be inspired to use in their mixed ability categories.Both of those activities ar fun and academic that ultimately encourage students to figure in line with their level and talent in a very non-threatening means.

Jigsaw (I and II) 

In Jigsaw I, the teacher divides a reading comprehension into four or 5 components. The teacher should check that that every a part of the text may be scan and understood severally from the remainder of the text. the category is split into teams of 4, (ideally) referred to as the skilled teams. every cluster is then given one a part of the text to find out severally. The task of those teams is to make sure that every member of the cluster understands his/her a part of the fabric which s/he are going to be able to teach it to others in his/her cluster. the scholars ought to be to blame for each vocabulary and content and a worksheet ought to be ready by the teacher so as to assist the scholars.

The next step involves redividing students into their HOME teams. In every of those teams, there'll be one student representing every of the skilled teams. every member of the cluster currently teaches the remainder of the cluster concerning the section s/he simply examine. solely in the end the members have reportable to the cluster do the scholars apprehend what the passage is concerning. the scholars will then either answer the queries within the book or work on a worksheet ready by the teacher.

Since this methodology of cluster work involves peer teaching, even all-time low activity student will actively participate, whereas the stronger students reinforce their data by teaching it to others. every student, notwithstanding what his or her level of English is, includes a very important piece of data, required by the opposite members of the cluster. This issue contributes to the student's confidence and vanity. 

Jigsaw II
The same text is used by all the students. Each expert group is assigned a different topic which the text relates to. For example, if the text is a short story which has been read in class, then different topics could include:
a) scan text/story for people, places and number and then categorize into groups. (lower performing students)
a) to summarize the content (middle group)
b) to write about the different characters (middle to strong)
c) to find out information about the author (strong)
d) to look up background information about the place
where the story takes place or historical background
As in Jigsaw I, after completing the task in the EXPERT groups, the students are redivided into the HOME groups, where they each report back to the group and then complete a task prepared by the teacher, requiring the students to relate to all of the topics.

S.T.A.D.(Student Teams Achievement Division)
STAD is another cooperative learning technique which is made up of five components: class presentation by the teacher, teams for peer teaching, quizzes based on group scores, individual improvement scores which allow the lower performing student to contribute as many, if not more points than the stronger students because the points are given for improvement, and team recognition.

The idea behind STAD is that the teacher divides the class into mixed groups of ability. He or she teaches the material (ie. a grammar point) frontally. Then, in groups, the students practice the material based on worksheets prepared by the teacher or exercises in the students' textbooks, with the students helping one another, and/or re-teaching the material when necessary. The students are then tested individually. Each student is given improvement points and the total number of improvement points for each group is calculated. The teacher then informs the class of the results. STAD can be a very beneficial learning experience as students can help one another, practice together and become very involved in the inter-group competition.