Online assignment

1. ONLINE
ASSIGNMENT
N E E T H A S U S A N J O S E
P H Y S I C A L S C I E N C E
1 3 3 5 0 0 2 0
JIGSAW TECHNIIQUE AND
CONCEPT MAPPING

2. The jigsaw technique is a method of organizing classroom activity that makes
students dependent on each other to succeed. It breaks classes into groups and
breaks assignments into pieces that the group assembles to complete the (jigsaw)
puzzle. It was designed by social psychologist Elliot Aronson to help weaken racial
cliques in forcibly integrated schools.
The technique splits classes into mixed groups to work on small problems that the
group collates into a final outcome. For example, an in-class assignment is divided
into topics. Students are then split into groups with one member assigned to each
topic. Working individually, each student learns about his or her topic and presents
it to their group. Next, students gather into groups divided by topic. Each member
presents again to the topic group. In same-topic groups, students reconcile points
of view and synthesize information. They create a final report. Finally, the original
groups reconvene and listen to presentations from each member. The final
presentations provide all group members with an understanding of their own
material, as well as the findings that have emerged from topic-specific group
discussion.
The Jigsaw method is a cooperative learning technique in which students work in
small groups. Jigsaw can be used in a variety of ways for a variety of goals, but it
is primarily used for the acquisition and presentation of new material, review, or
informed debate. In this method, each group member is assigned to become an
"expert" on some aspect of a unit of study. After reading about their area of
expertise, the experts from different groups meet to discuss their topic, and then
return to their groups and take turns teaching their topics to their groupmates.
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Jigsaw in 10 Easy Steps
The jigsaw classrom is very simple to use:
1. Divide students into 5- or 6-person jigsaw groups. The groups should be diverse
in terms of gender, ethnicity, race, and ability.
2. Appoint one student from each group as the leader. Initially, this person should
be the most mature student in the group.

3. 3. Divide the day's lesson into 5-6 segments.Assign each student to learn one
segment, making sure students have direct access only to their own segment.
4. Give students time to read over their segment at least twice and become familiar
with it. There is no need for them to memorize it.
5. Form temporary "expert groups" by having one student from each jigsaw group
join other students assigned to the same segment. Give students in these expert
groups time to discuss the main points of their segment and to rehearse the
presentations they will make to their jigsaw group.
6. Bring the students back into their jigsaw groups.
7. Ask each student to present her or his segment to the group. Encourage others
in the group to ask questions for clarification.
8. Float from group to group, observing the process. If any group is having trouble
(e.g., a member is dominating or disruptive), make an appropriate intervention.
Eventually, it's best for the group leader to handle this task. Leaders can be
trained by whispering an instruction on how to intervene, until the leader gets
the hang of it.
9. At the end of the session, give a quiz on the material so that students quickly
come to realize that these sessions are not just fun and games but really count.
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Overview of the Technique
The jigsaw classroom is a cooperative learning technique with a three-decade
track record of successfully reducing racial conflict and increasing positive
educational outcomes. Just as in a jigsaw puzzle, each piece--each student's
part--is essential for the completion and full understanding of the final product.
If each student's part is essential, then each student is essential; and that is
precisely what makes this strategy so effective.

4. Jigsaw method is a group work method for learning and participating in the
following group learning activities.
 Listening - Students must listen actively in order to learn the required
material and be able to teach it to others in their original groups.
 Speaking - Students will be responsible for taking the knowledge gained
from one group and repeating it to new listeners in their original groups.
 Cooperation - All members of a group are responsible for the success of
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others in the group.
 Reflective thinking - To successfully complete the activity in the original
group, there must be reflective thinking at several levels about what was
learned in the expert group.
 Creative thinking - Groups must devise new ways of approaching, teaching
and presenting material.

5. 5
CONCEPT MAPPING
A concept map is a diagram that depicts suggested relationships between
concepts. It is a graphical tool that designers, engineers, technical writers, and
others use to organize and structure knowledge.
A concept map typically represents ideas and information as boxes or circles,
which it connects with labeled arrows in a downward-branching hierarchical
structure. The relationship between concepts can be articulated in linking phrases
such as causes, requires, or contributes to.
The technique for visualizing these relationships among different concepts is called
concept mapping. Concept maps define the ontology of computer systems, for
example with the object-role modeling or Unified Modeling Language formalism.
A concept map is a way of representing relationships between ideas, images, or
words in the same way that a sentence diagram represents the grammar of a
sentence, a road map represents the locations of highways and towns, and a circuit
diagram represents the workings of an electrical appliance. In a concept map, each
word or phrase connects to another, and links back to the original idea, word, or
phrase. Concept maps are a way to develop logical thinking and study skills by
revealing connections and helping students see how individual ideas form a larger
whole.
Concept maps were developed to enhance meaningful learning in the sciences. A
well-made concept map grows within a context frame defined by an explicit "focus
question", while a mind map often has only branches radiating out from a central
picture. Some research evidence suggests that the brain stores knowledge as
productions (situation-response conditionals) that act on declarative memory
content, which is also referred to as chunks or propositions. Because concept maps
are constructed to reflect organization of the declarative memory system, they
facilitate sense-making and meaningful learning on the part of individuals who
make concept maps and those who use them.
Concept maps are used to stimulate the generation of ideas, and are believed to aid
creativity. Concept mapping is also sometimes used for brain-storming. Although

6. they are often personalized and idiosyncratic, concept maps can be used to
communicate complex ideas.
Formalized concept maps are used in software design, where a common usage is
Unified Modeling Language diagramming amongst similar conventions and
development methodologies.
Concept mapping can also be seen as a first step in ontology-building, and can also
be used flexibly to represent formal argument.
Concept maps are widely used in education and business. Uses includes:
 New knowledge creation: e.g., transforming tacit knowledge into an
organizational resource, mapping team knowledge
 Institutional knowledge preservation (retention), e.g., eliciting and mapping
expert knowledge of employees prior to retirement
 Collaborative knowledge modeling and the transfer of expert knowledge
 Facilitating the creation of shared vision and shared understanding within a
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team or organization
 Instructional design: concept maps used as "advance organizers" that
provide an initial conceptual frame for subsequent information and learning.
 Training: concept maps used as "advanced organizers" to represent the
training context and its relationship to their jobs, to the organization's
strategic objectives, to training goals.
 Business Concept Mapping used as part of business analysis activities.
 Increasing meaningful learning for example through writing activities where
concept maps automatically generated from an essay are shown to the writer.
 Communicating complex ideas and arguments
 Examining the symmetry of complex ideas and arguments and associated
terminology
 Detailing the entire structure of an idea, train of thought, or line of argument
(with the specific goal of exposing faults, errors, or gaps in one's own
reasoning) for the scrutiny of others.
 Enhancing metacognition (learning to learn, and thinking about knowledge)
 Improving language ability
 Knowledge Elicitation

7.  Assessing learner understanding of learning objectives, concepts, and the
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relationship among those concepts