Creating a Jigsaw Classroom Aligned to

the STARTALK Principles

STARTALK FALL CONFERENCE

October 11, 2019 Sushma Malhotra, Director

Forest Hills STARTALK Summer Hindi Program

sushmaved@Hotmail.com

Can-Do Statements

● I can create a jigsaw classroom and align to the

STARTALK endorsed principles

● I can assign group activities and implement the modes of

communication

● I can explain how the activities are part of a learning

sequence for a jigsaw

● I can identify and select age appropriate and proficiency

level content for my students

● I can assess my students formally and informally

AGENDA:

● Overview of Jigsaw Classroom

● Underlying concepts for Jigsaw reading

activities

● Introduction to Jigsaw activities

● Hands on Activities

● Sample activities from Summer Program

Overview of a Jigsaw Classroom

The jigsaw classroom is a research-based

cooperative learning technique invented

and developed in the early 1970s by Elliot

Aronson and his students at the

University of Texas and the University of

California.

https://www.jigsaw.org/

What is a Reading Jigsaw

Jigsaw reading is an organization of technique that breaks up longer texts into smaller

chunks of text (one-two paragraphs) that students work together in groups to become

experts on.

Each student moves into a new group, in which every member has become an expert on a

different part of the text.

The students then take turns teaching their base group about their portion of the text.

This technique emphasizes cooperative learning by giving students the opportunity to help

each other build comprehension.

Activities are aligned to the three modes of communication, Interpretive, Interpersonal,

and Presentational.

How to Use a Jigsaw Activity ● Step 1: Divide students into 4 jigsaw base groups.

● Step 2: Divide the day’s lesson into 3-5 segments.

● Step 3: Form temporary “expert groups” by having one student from each jigsaw base

group join other students assigned to the same segment.

● Step 4: Assign each student to learn that section of one segment.

● Step 5: Give students time to read over their segment at least twice and become

familiar with it.

● Step 6: Give students in these expert groups time to discuss the main points of their

segment and to complete the graphic organizer with information on their segment.(Give

time to rehearse the presentations they will make to their jigsaw base group.)

● Step 7: Bring the students back into their jigsaw base groups.

● Step 8: Ask each student to present her or his segment to the jigsaw base group

● Step 9: Teacher will float from group to group, observing the process.

● Step 10: At the end of the session students will present. (Teacher can give an oral or

written quiz on the material.)

● https://www.jigsaw.org/

Jigsaw: Hands on Activity

Participants at the Jigsaw

BASE GROUPS:

Please pick a letter, A, B, C, D

Expert Groups

Participants in the Base Jigsaw group, please

go to your expert groups:

All As go to Table A

All Bs go to Table B

All Cs go to Table C

All Ds go to Table D

Jigsaw Readings

Readings on Indian Folk dances:

●All As will read about Bhangra Dance

●All Bs will read about Nati Dance

●All Cs will read about Garba Dance

●All Ds will read about Ghumar Dance

Reading with Focus

● As you read please focus on the questions

in the Graphic Organizer.

● All groups have the same questions.

● Take notes if you need to.

Come to a Consensus

● Discuss the main points of your

reading segment

● In a Round Robin Manner agree to

your responses

● Enter your responses into the graphic

organizer

GRAPHIC ORGANIZER/FOLK DANCES in INDIA

Bhangra Nati Garba Ghumar

Where is this

folk dance from?

Why is this

dance

performed?

Any two unique

Facts about the

dance!

Returning To The JIGSAW Base Group

● Expert group participants please go back to your

Base Group.

● In a Round robin manner ‘A’ will share their

information

● 'B,C,D’ will copy the information into their graphc

organizer.

● Then ‘B’ will share followed by ‘C’ and ‘D’

● Every participant should have a completed

Graphic Organizer.

Presentation By Each Base Group

● From Each Base Group:

● One participant will share their information

● Let us begin with Group A

● Group B, C, and D will follow their

presentation.

BHANGRA FOLK DANCE

https://www.youtube.com/watch?v=_Dg5FR7qdUo

GARBA DANCE VIDEO

https://www.youtube.com/watch?v=BNdnl1NTpCk

NATI DANCE VIDEO

https://www.youtube.com/watch?v=qkEQ_MSTmGg

GHUMAR DANCE VIDEO

https://www.youtube.com/watch?v=KydaxpCXDhw

STARTALK ENDORSED PRINCIPLES

STARTALK Endorsed Principles YES/NO EVIDENCE

Implementing a Standards-Based and Thematically Organized Curriculum

Conducting Performance-Based Assessment Integrating Culture, Content, and Language

Using the Target Language

Facilitating a Learner-Centered Classroom

Adapting and Using Age-Appropriate Authentic Materials

SAMPLE:CURRICULUM FROM

FOREST HILLS STARTALK SUMMER HINDI

PROGRAM

Students will visit India, travel to attend festival celebrations

and learn about the environment in different regions in India.

Before leaving on the trip they will learn about the geographical

features, climate, and decide about the region they want to visit.

Class will be divided into four groups as students will travel to

different regions, North, South, East, and West in the country.

Sample of a Jigsaw Classroom

Class was divided into four groups.

North

South

East

West

Jigsaw: Festival Celebrations in Various Regions

Students in the North: Celebrated Baisakhi Festival

Students in the South: Celebrated Diwali Festival

Students in the East: Celebrated DurgaーKali Pooja Festival

Students in the South: Celebrated Ganesh Charturathi Festival

लुधियाना (पजंाब) का प्रमुख त्यौहार -बैसाखी Baisakhi Festival

हैदराबाद का प्रमुख त्यौहार -ददवाली Diwali Festival

कोलकाता का प्रमुख त्यौहार -काली पूजन DurgaーKali Pooja Festival

मुम्बई का प्रमुख त्यौहार -गणेश उत्सव Ganesh Charturathi Festival

Environment and

Pollution

पयाावरण और प्रदषूण

Can Do Statements/Environment

● I can find major forms of pollution due to the industry and its effects on human life. (Interpretive)

● I can identify and discuss various forms of pollution and its effect in my region. (Interpersonal)

● I can search and provide ways to control pollution and protect environment in my region.

(Presentational)

Kinds of Pollution

● Water Pollution

● Sound Pollution

On Land Pollution

Air Pollution

● Global Warming

जल प्रदषूण／Water Pollution

जल प्रदषूण／Water Pollution

ध्वनन प्रदषूण ／Sound Pollution

भूमम प्रदषूण/ Land Pollution

वायु प्रदषूण-कारखानों के िुएँ के कारण

ग्लोबल वॉममिंग/ Global Warming

पुनर्ाक्रण ／Recycling

NORTH: Celebrated Baisakhi-Ludhiana

South: Celebrated DIWALI-HYDERABAD

East: Celebrated Durga Pooja― CALCUTTA

WEST :Celebrated Ganesh Chaturthi-Mumbai

JIGSAW GRAPHIC ORGANIZER for CLASS CLASS

Using Jigsaw in Multi-Level Classes

● Jigsaw readings also work well in multi-level classes, since Students can

work with a section of the text that is matched to their reading level.

● If you have a multi-level class, you may want to choose a text that has both

short and long sections.

● As you write the comprehension questions, you can create more basic

comprehension questions for the shorter sections and more in-depth

comprehension questions for the longer sections

● Then group students with same ability levels together, and give groups

with Novice levels the shorter sections, and groups with Intermediate levels

the longer sections.

THANK YOU! धन्यवाद !