The Jigsaw Method: Reviving a Powerful Positive Intervention

Nalls, Amanda J.; Wickerd, Garry

doi:10.1080/15377903.2022.2124570

Cited by 10 publications

(10 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From this it can be deduced that the participating teachers state to a high extent that the implementation of CT helps to create friendly relationships among the group members. Similar responses have been given in related studies whereby students working in CT feel that they have friendly and positive relationships with their peers (Johnson & Johnson, 1986, 1999Johnson et al, 2000;JNalls & Wickerd, 2022;Nikolakaki et al, 2010;Skopeliti & Riga, 2021).…”

Section: Discussionsupporting

confidence: 60%

“…In this context, CT is a social form of organizing teaching in the classroom -for all school levels -where students are organized into smaller groups and all members of each group through collaboration seek to carry out the teaching and learning activities or part of them and implement common goals they have set, thus maximizing learning for all (Chatzidimou & Anagnostopoulou, 2011;Jakavonytė-Staškuvienė, 2021;Johnson & Johnson, 1990Kaldi, 2010;Matsagouras, 2002Matsagouras, , 2011Nikolakaki et al, 2010;Tamimy et al, 2023). As an extension of this problematic, one of the key features of CT, among others, is the "social form of classroom organization" where the classroom is not a sum of 20-30 students, but an organized social system, which depending on its dynamics influences and directs the behavior of students and the teacher towards one side or the other (Dimitriadou, 2016;JNalls & Wickerd, 2022;Matsagouras, 2011;Skopeliti & Riga, 2021). Also, the term 'social form of organizing instruction' relates to the way in which students in a classroom are organized into small groups -either in cooperative teaching in pairs of students or in small working group teaching -and more thoroughly to the way in which the relationships between them are organized (Matsagouras, 2011;Taratori & Kougiourouki, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Students' work groups operate in a context in which they can develop social skills that will help them in their learning and success at school and enable them to use them in different contexts as future citizens both in themselves and in their social and economic life, social and professional relationships (Buchs et al, 2021;Dyson et al, 2021;Drakeford, 2012;Johnson & Johnson, 1999;Johnson et al, 2014;Kakana, 2008;Matsagouras, 2000aMatsagouras, , 2000bLyman et al, 1993;Nikolakaki et al, 2010;Zinsser, 2009). In addition, students who work in CT feel that they have better and positive relationships with their peers (Johnson & Johnson, 1986, 1999Johnson et al, 2000;Johnson et al, 2000;JNalls & Wickerd, 2022;Nikolakaki et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Evangelou

2023

IJLD

View full text Add to dashboard Cite

The purpose of this study is to investigate the views and attitudes of active Greek teachers in Primary Education on the implementation of Collaborative Teaching (CT) as a social form of teaching organization regarding the way of cooperation and organization of relationships between students during the teaching and learning process. More specifically, it seeks to investigate whether the application of CT ensures students’ active participation in the learning and teaching process, creates friendly relationships between group members, improves students’ social skills, limits individuality and engages students’ self-expression, and improves students’ academic performance compared to traditional teaching where they work individually. The research sample consisted of two hundred and ten Greek teachers. A structured questionnaire was used to conduct the research and collect data. The main findings of the research are summarized as follows: (i) A fairly high percentage of teachers state that the implementation of CT ensures the active participation of students in the learning and teaching process, creates friendly relationships between group members and improves students’ social skills; (ii) A high percentage of teachers state that the implementation of CT improves students’ academic performance compared to traditional teaching where they work individually.

show abstract

Section: Discussionsupporting

confidence: 60%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Evangelou

2023

IJLD

View full text Add to dashboard Cite

show abstract

“…Nalls and Wickerd reiterated the importance of the jigsaw method to be revived as a very powerful positive intervention. In his study, the jigsaw method can improve prosocial behavior and academic achievement (Nalls & Wickerd, 2022). In line with this, Min Yang recommends that all lecturers always involve students in independent learning, persistent skill development, and self-initiated by the student through dynamic cooperative learning.…”

Section: Construction Of a Knowledge Society-based Pai Learning Model...mentioning

confidence: 94%

Construction of PAI Learning Model Based on Knowledge Society at UIN Satu Tulungagung and IAIN Kediri, Indonesia

Tsani,

Sufirmansyah

2023

QLMN

View full text Add to dashboard Cite

This article aims to explore the construction of knowledge society-based PAI learning models in Islamic Religious Colleges (PTKI). This article was compiled based on qualitative research with a case study type. The locus of this research is UIN SATU Tulungagung and IAIN Kediri. Data collection methods used by researchers are interviews, observation, and documentation. The data analysis technique in this study is descriptive-analysis and content analysis. The flow used in interpreting this research is a qualitative data analysis technique with an interactive model proposed by Miles-Huberman, including the stages of data collection, reduction, data display, and conclusion drawing. This article concludes that the competence of lecturers in the use of IT and the various competencies of students are still the biggest obstacles faced by UIN SATU Tulungagung and IAIN Kediri in implementing knowledge society-based PAI learning. In addition, the academic culture on both campuses has not run optimally. The two campuses have the same construction of the knowledge society-based Islamic education learning model, especially in terms of enforcing academic freedom in the lecture process, routinely discussing Islamic religious education lecturers to equalize perceptions in providing inclusive PAI material within the moderation frame, and optimizing the use of IT for Islamic Islamic education lectures. What makes the difference is that UIN SATU Tulungagung implements knowledge society-based PAI learning by applying a collaborative learning model to the lecture process. Meanwhile, IAIN Kediri focuses on implementing the cooperative learning model to optimize PAI learning in the classroom.

show abstract

“…Based on the students interview result, the student "MJ" "Kalau menurut saya belajar menggunakan teknik ini lebih mudah untuk memahamikata-kata dalam suatu teks." Teaching reading by using jigsaw task technique with scramble sentence could increase in vocabularies mastery (Nalls & Wickerd, 2022) 2) Based on the teacher's interview, the teacher said, "Setelah menggunakan teknik ini hampir semua siswa akan paham dan lebih mengerti, saya lihat ada peningkatan prestasi dan suasana belajarnya." It means that teaching reading by using jigsaw task technique with scramble sentence could increase of English vocabulary.…”

Section: The Advantages Of the Application Of Jigsaw Task By Using Sc...unclassified

The Application of Jigsaw Tasks by Using Scrambled Sentences in Teaching Reading Descriptive Text

Rahmasari

Aini

2023

Journey

View full text Add to dashboard Cite

This study aims to know the implementation of Jigsaw Tasks by using Scrambled Sentences in teaching reading descriptive text and its strengths and weaknesses. This is qualitative research. The data are collected using observation and interviews. Meanwhile, the data analysis uses three steps: reduction data, display data, and data verification. The results show that in the implementation of jigsaw tasks by using scrambled sentences, the students pay attention and listen to the explanation of the teacher during the teaching-learning process. They rearrange the jumble sentences card based on the pictures by adhering to the flannel board. The advantages are it could increase the student’s vocabulary mastery, and the jigsaw task technique with scramble sentences could motivate the students to understand the descriptive text and make the students focus on the material given. Besides, the students are active, enthusiastic, and enjoy learning to read descriptive text by using jigsaw tasks with scrambled sentences The disadvantages are the students make noise. Hence, his method is recommended for all teachers to use for teaching reading descriptive text and for future research to conduct the same research but in different fields.

show abstract

The Jigsaw Method: Reviving a Powerful Positive Intervention

Cited by 10 publications

References 18 publications

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Construction of PAI Learning Model Based on Knowledge Society at UIN Satu Tulungagung and IAIN Kediri, Indonesia

The Application of Jigsaw Tasks by Using Scrambled Sentences in Teaching Reading Descriptive Text

Contact Info

Product

Resources

About