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Jigsaw Puzzle Teaching method

Jigsaw Puzzle Teaching method

Sample Answer 

Jigsaw Puzzle Teaching method

Crone, T. S., & Portillo, M. C. (2013). Jigsaw Variations and Attitudes About Learning and the Self in Cognitive Psychology. Teaching of Psychology, 40(3), 246–251.https://doi.org/10.1177/0098628313487451

This study aimed to explore the effects of the jigsaw classroom on students’ attitudes about their academic abilities and practices at the university level. This study hypothesized that the jigsaw classroom would positively affect students’ ability to communicate orally and believe in themselves as scholars. The participants were students at an urban university. There were 11 male and 59 female participants. A 7-point Likert-type scale was used to ask questions. The study results revealed that participants reported having more confidence in communicating orally about psychology, tutoring class materials to others, and believing in themselves as scholars. This study’s strength is that it involved direct observation of jigsaw classrooms’ effects on students’ cognitive psychology. However, the study had a weakness, the sample size used in the study was limited, and hence the results of the study may not be that accurate. My research topic is mental health in schools, and this finding shows the importance of incorporating the jigsaw classroom method to improve students’ confidence and abilities.

Nolan, J. M., Hanley, B. G., DiVietri, T. P., Harvey, N. A. (2018). She who teaches learns Performance benefits of a jigsaw activity in a college classroom. Scholarship of Teaching and Learning in Psychology, 4(2), 93-104. doi:10.1037/stl0000110

The study aimed to investigate the effects of participating in a jigsaw activity on individual college students’ performance. The study hypothesized that students were likely to perform better on the topic they were assigned to teach than those not assigned to that topic. The  Participants were 92 females and 34 males) enrolled in one of four sections of a 200-level Social Psychology course between fall 2013 and fall 2016 at the University of Scranton. The students were divided into three groups to participate in an assigned jigsaw activity, and a topic was randomly assigned to a group member, and they were to teach one of the three topics. The students were then assessed using multiple-choice questions. The study results showed that participating in the Jigsaw Classroom increased students’ confidence and understanding of their assigned jigsaw topic. The study has one strength: it opens the door for future research on jigsaw classrooms. The study’s limitation was that it was impossible to compare students who were taught a topic versus those who learned a topic from a classmate with those who learned all three from a teacher. The study is relevant to my topic since it emphasizes the need to use jigsaw activities to improve college students’ cognitive abilities.

Titu, P., Ring-Whalen, E. A., Brown, J. C., & Roehrig, G. H. (2018). Exploring changes in science teachers’ attitudes toward culturally diverse students during an equity focuses course. Journal of Science Teacher Education, 29(5), 378-396.doi:10.1080/1046560X.2018.1461006

This study’s objective was to explore how a four-week course focused on equitable teaching science influenced beginning secondary science teachers’ attitudes toward teaching culturally diverse students. The study hypothesized that equitable teaching science would positively impact secondary science teachers’ attitudes and beliefs about teaching culturally diverse students and about the students themselves. The study participants were eight beginner secondary school teachers who participated in a four-week course held at a research-intensive university in the Midwestern United States. Four were male, and four were female. Data was collected using semi-structured interviews, and the results of the study showed that science teachers felt more prepared to work with their culturally diverse students after finishing the course work. This study’s strength is that participants chosen had taught in different settings while the limitation was that the study sample was so low hence the study might have underperformed. This article is relevant to my topic since it shows that it is important to be aware of students’ cultural diversity when teaching them to ensure proper class outcomes.

Herrera, S. G., Porter, Lisa, (Assistant Professor of Sociology), & Barko-Alva, K. (2020). Equity in school-parent partnerships: Cultivating community and family trust in culturally diverse classrooms. New York, NY: Teachers College Press.

This book aims to examine outdated practices in today’s education system that potentially marginalize and devalue families’ contributions and cultural bibliographies. This book provides opportunities for suggestions on improving parental involvement and better tools that can better prepare teaching and leadership candidates. The data were collected through a review of existing information, such as United States Supreme Court cases. This book is important to my research since it shows the gaps in our educational system and provides ways and solutions to solve these gaps.

References

Crone, T. S., & Portillo, M. C. (2013). Jigsaw Variations and Attitudes About Learning and the Self in Cognitive Psychology. Teaching of Psychology, 40(3), 246–251. https://doi.org/10.1177/0098628313487451

Herrera, S. G., Porter, Lisa, (Assistant Professor of Sociology), & Barko-Alva, K. (2020). Equity in school-parent partnerships: Cultivating community and family trust in culturally diverse classrooms. New York, NY: Teachers College Press.

Nolan, J. M., Hanley, B. G., DiVietri, T. P., Harvey, N. A. (2018). She who teaches learns:

Performance benefits of a jigsaw activity in a college classroom. Scholarship of Teaching

and Learning in Psychology, 4(2), 93-104. doi:10.1037/stl0000110

Titu, P., Ring-Whalen, E. A., Brown, J. C., & Roehrig, G. H. (2018). Exploring changes in science teachers’ attitudes toward culturally diverse students during an equity focuses course. Journal of Science Teacher Education, 29(5), 378-396. doi:10.1080/1046560X.2018.1461006

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Question 


Jigsaw Puzzle Teaching method

I need four annotated bibliographies done for the four attached references. These are already pre-determined and need to be the exact articles provided.

1. Critically examine your area of interest by digging into the research articles identified in the Topic, Title, and References assignment.
2. Write a brief annotation (150-250 words) of each article approved by the instructor in the Topic and References assignment. Writing in a scholarly “voice” (do not use first person perspective), use approximately one sentence to identify/include each of the following:

a. Purpose statement

Jigsaw Puzzle Teaching method

Jigsaw Puzzle Teaching method

b. Hypothesis

c. Brief description of methods (participants and procedure)

d. Results

e. One strength

f. One weakness

g. An explanation of how these findings relate to your research topic.

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