Assessment tool: Peer teaching - Jigsaw
Type: formative (developing)
Grouping: individual, small groups
Purpose: In this assessment tool the student must learn a particular aspect of a topic and become the expert of that aspect. They then must teach three other people what they have learned. In return the student must learn from their classmates the other aspects in order to construct a complete meaning of the topic.
Rationale: I was read that Aboriginal people that one had to be a good listener when learning. They went on to say that if you had learnt well, should be able to go out teach it to someone else. This is peer teaching and an effective way to see if students are getting it or not. It is less threatening as peers are teaching one another. The collaboration aspect of this assessment helps students construct a collective understanding. There complete understanding can be charted in a graphic organizer or a simple write-up. Observation can be used in this assessment as well. The measure of this assessment is if everyone in the group understand what the topic is. This is an example of cooperative learning.
21CLD connection: This is the epitome of collaboration and real world problem solving. Students must use the knowledge of "experts" to help them come up with a complete picture of the topic. Real world situations we rely on "experts' on the time to assist in formulating our thoughts, belief and understandings. This also ties into students knowledge construction.
Example:
Grouping: individual, small groups
Purpose: In this assessment tool the student must learn a particular aspect of a topic and become the expert of that aspect. They then must teach three other people what they have learned. In return the student must learn from their classmates the other aspects in order to construct a complete meaning of the topic.
Rationale: I was read that Aboriginal people that one had to be a good listener when learning. They went on to say that if you had learnt well, should be able to go out teach it to someone else. This is peer teaching and an effective way to see if students are getting it or not. It is less threatening as peers are teaching one another. The collaboration aspect of this assessment helps students construct a collective understanding. There complete understanding can be charted in a graphic organizer or a simple write-up. Observation can be used in this assessment as well. The measure of this assessment is if everyone in the group understand what the topic is. This is an example of cooperative learning.
21CLD connection: This is the epitome of collaboration and real world problem solving. Students must use the knowledge of "experts" to help them come up with a complete picture of the topic. Real world situations we rely on "experts' on the time to assist in formulating our thoughts, belief and understandings. This also ties into students knowledge construction.
Example:
Source: Retrieved from http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html