Native American Tribe Jigsaw Project

The jigsaw technique for cooperative learning was practiced again this week in the context of Native American tribes. We were each put into base groups where we picked a tribe on which to become an expert. I chose the Cayuga tribe. After this, I was put into a group of other people who were interested in doing more research on the Cayugan tribe. Christina, Ericka, and I conducted research and created a powerpoint to display our findings. After this, we were to return to our base groups and teach our members all about the Cayugan tribe. Our fellow group members then took a quiz on Jognog to assess our teaching and their learning.

 

 

It has been a long time since I studied or even discussed Native American tribes. Needless to say, my content knowledge of them has suffered over the years. However, this project was not too intimidating as I was not expected to become literate in all aspects of the many Native American tribes. I was able to focus on one tribe, which was much more manageable as a student. Since some students dismiss themselves from activities that are overwhelming, this would be a great technique to ensure that all students are able to manage their workload.

The information we were instructed to find  in our research groups included the history, geography, culture, clothing, food, habitat and famous people for our assigned tribe. We also were asked to focus on the question: "How did geography influence the Native Americans?" This aspect of the jigsaw technique also takes away from pressure on the students. They can work with one another and interpret information differently which will enhance their understanding.

This project allowed me to develop my content knowledge of Native American tribes. I was able to pick a tribe of which I have never heard, and become an expert on them. Hearing my classmates' presentations allowed me to learn even more about all of the tribes: Mohawk, Seneca, Oneida, and Munsee.

The jigsaw method of teaching is truly one of my favorite techniques I have learned this semester. It is such a simple technique that can be executed smoothly with some practice. This method aids with comprehension, encourages cooperative learning among students, and practices listening, communication, and problem-solving skills. The jigsaw method allows students to take control of their learning. They know what information they need to gather in their research groups in order to ensure the success of the base group. Students have motivation to complete the topic as they are instructed to teach the subject to their classmates. Teaching information to another person is the highest method of learning that can be fulfilled in the classroom.

I could use this technique in science, English, and social studies. In social studies, students could break into expert groups to research the founding fathers. In English, a teacher could utilize a story that is currently being read in the class and have groups answer different questions regarding theme, vocabulary, characters, and important concepts. In science, students could break into expert groups to research different types of clouds. Some groups could be given the same topics and this technique would still be effective. If students with the same topic come up with the same information, it is a great reinforcement tool. On the other hand, one group may discover some facts that another group may have missed. Following research by expert groups, information can be shared to base groups or to the class as a whole.


Click here to view our Cayuga powerpoint.

Sequencing the Facts

Defining 'sequence'.

Today Brittney, Liz, and I presented our mini current event lesson to the class. We chose to implement the method of Sequencing the Facts. Our goal was to teach how to organize information and events in the order which they occurred, at a fifth grade level.

I think that the lesson went smoothly and we clearly explained the task at hand. Difficulty in the lesson began after the students finished putting the sentences in the order they believed to be correct. We had expected students to vary in their interpretations; however, due to time restraint, it was difficult to address these differences. It would take a great amount of time to have students fully justify the conclusions they made based on the way they read the article. In order to make up for this imbalance, I explained that we tried to create the sentences in a way that forced students to read and comprehend the article. There was no intention of tricking students.

Working together.

Sequencing the facts.

 

Some students did not appreciate that we had not gone over the article prior to beginning the activity. Since we were crunched for time, this was not possible. If we were to change the presentation, we would have definitely read the article as a whole class. Students could then take turns reading the article to be sure that they are all on track and staying together. I had mistakenly underestimated the importance of this aspect of the lesson, as all of the sentences being used in the activity were in the first two paragraphs.

The full class application slide that we created holds true after we have implemented this lesson in a short, 10 minute lesson. We would have modeled the activity, given different articles, and allow summarization of the article. One suggestion from a student in class that I enjoyed was one regarding competition. Students can be given the same article and can be broken up into smaller groups so that the activity can be a race to the finish. This would give students more motivation to read the article and complete the activity.

Teaching to my peers was a great experience. I love this method of teaching current events and could implement this lesson in an actual classroom. It was great that I was able to practice this lesson with my classmates and future teachers. This way, I know what I can fix about my teaching to be better prepared for when I use this lesson with a class of fifth graders. I enjoyed receiving their feedback and appreciated the honesty. Their feedback allows me to improve, which is what I aim to do.

Presenting the final products.

Here is the link to our current event lesson.

Here is the link to our current event presentation.

Five Themes of Geography

Beginning a discussion of geography always makes me nervous! It has never been a strong skill of mine to know locations and regions around the globe. I have created this web using Cacoo to help me remember and organize the themes of geography.  



I really love this program and it is so easy to use! This is really helping me in remember the five themes of geography. I think that students would have fun creating these mindmaps for several different topics. It helps in organizing new thoughts and ideas. Since I am not great in geography, this is necessary for remembering important themes.

 

My goal is for myself, and later on my students, is to become Geographically literate. These are citizens who are aware of

(1) what is happening in the world

(2) why it is happening

(3) how it affects other people throughout the world as well as themselves. (Sunal 371)

 

We participated in quiz games to test our knowledge of geography and elements associated with geography using Jognog. Jognog is a website that utilizes the principles of gameification, by creating fun quizzes that allow students to earn points/coins and forms of praise for completing the quizzes. This site could be used for creation and implementation of pre-assessment quizzes and final examinations.

Taking these geography knowledge quizzes in class today has eased my nerves of not knowing enough. Thankfully, I did well on these quizzes and have realized that I know more than I thought I did! Such a wonderful revelation to have! :)

 

 





Kids Can Make a Difference

To commence class, Dr. Smirnova engaged us students in an "Around the World" activity. We were each asked to pass a foam globe around. The task was to hug the globe and share an issue that concerns us about geography and how we address it in our classrooms. I shared my concern regarding poverty and hunger in the world. Though poverty exists in the United States, it is must more severe in other parts of the world. It is in these parts where young children don't even get a fair chance as life as they starve to death.
I was deeply affected by photos that I have viewed of young children in Africa. On this

continent, children and adults die every day due to lack of wealth for food and healthy living
conditions. Viewing these pictures inspired me to want to raise awareness of this tragic issue.
It is important to understand poverty in order to make an attempt at changing it. Students can overturn the forces that are driving hunger.

• Hunger Banquet: Students sit at one of three tables. One table is overflowing with too much food, another table has just enough food, and a third table has a little bit or rice and water. This can provoke a lot of questions and is a great way to begin a unit about hunger. Who controls the distribution of food? Why do some people have too much food and some people barely have enough? Is there enough food on the planet for everyone?

 

            "Finding Solutions to Hunger Project"

Trenton, NJ and Philadelphia, PA, USA

http://www.kidscanmakeadifference.org/

Smile Because it Happened

We are done with fieldwork! I can't believe it went by so quickly! This was such a great experience and I am truly thankful of the students, Mrs. Benfer, and Dr. Smirnova. This was my first full-class teaching experience and I was glad to have my best friends in the front of the room with me. We all worked so well as a group. All of us kept in contact and helped each other throughout the entire journey. I learned a plethora of information regarding the creation and implementation of lesson plans. I learned how to transition within a lesson and the importance of each component of a lesson plan. The introduction, development, guided practice, closure, and independent practice all have a strong purpose in the lesson. This was clear to see when I reviewed our videos of our instruction. Also, my professional knowledge has improved tremendously. Though I have not perfected it, I am working on it and am now well aware of it.