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Differentiating instruction using jigsaws: Results in a SDAIE science class.

机译：使用拼图锯区分教学：参加SDAIE科学课。

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摘要

Research Question(s). What effect(s) does a jigsaw cooperative learning strategy have on students' understanding of earth science concepts? What is the difference, if any, in the effect of using jigsaws on students of varying levels of English Proficiency? What effects do jigsaw cooperative learning strategies have on students' participation and effort (assignment completion)?;Research Activities. Context. This intervention took place in a SDAIE General (Earth) Science class. All the students were Hispanic, speaking Spanish as their primary language. The students had a variety of English abilities ranging from students who began learning English at the beginning of the school year to students who had been learning English since early elementary school. A translator was present daily to assist with translations for the newcomers who were just learning English. I chose to do an intervention in this class due to unacceptably low academic achievement scores, participation, and motivation to complete assignments. Intervention. Students participated in 3 separate jigsaw interventions, all of which took place over a 31/2 week time period. The intervention differentiated the instruction for the varied English levels, encouraged interactive participation among students, and provided a reason for students to complete their assignments. Data Gathering. Data was collected through student work during the activity, teacher made pre-quizzes, and teacher made post-quizzes. Attitude surveys focusing on assignment completion and participation were given before and after the jigsaws. An attitude survey on the jigsaw strategy itself was given after the final intervention. Throughout the intervention, observational field notes on student behavior were made, especially focused on the newcomers and the translator. Data was also collected by observing the entire class to mark behavior tallies and engagement levels. Conclusion and Findings. Jigsaws were found to increase students' understandings of earth science concepts, but not consistently to a high level. Jigsaws helped half of the students with low grades to improve their grades but did not help to improve the grades of students who already had higher grades. Students' participation increased and students felt they completed more assignments. However the data did not reveal much of a change in assignment completion. The newcomers had a noticeably greater increase in achievement and participation.;Grade Level. Secondary, 9th grade;Data Collection Methods. Observation-Field notes, Observation-Engagement/behavior tallies, Student work, Survey-Attitude, Teacher-made assessment;Curriculum Areas. ESL/ELL, Reading-Reading in the content areas, Science-Earth science;Instructional Approaches. Cooperative learning, Literacy, Oral language (ELD), Reading-Fluency, Student engagement
机译：研究问题）。拼图合作学习策略对学生对地球科学概念的理解有什么影响？使用拼图游戏对英语水平不同的学生有什么影响（如果有）？拼图合作学习策略对学生的参与和努力（作业完成）有什么影响？上下文。该干预是在SDAIE通用（地球）科学课上进行的。所有学生均为西班牙裔，主要讲西班牙语。这些学生具有多种英语能力，从在学年开始就开始学习英语的学生到从小学早期就开始学习英语的学生。每天都有翻译在场，以帮助刚刚学习英语的新移民进行翻译。由于学业成绩得分，参与度和完成作业的动机令人无法接受，我选择对此课程进行干预。介入。学生参加了3次单独的拼图干预，所有干预都在31/2周的时间内进行。干预使针对不同英语水平的教学有所不同，鼓励了学生之间的互动参与，并为学生完成作业提供了理由。数据收集。在活动期间，通过学生的工作收集数据，老师进行预测，老师进行测验。在拼图之前和之后进行了针对任务完成和参与的态度调查。在最后干预之后，对拼图策略本身进行了态度调查。在整个干预过程中，对学生行为进行了现场观察，特别是针对新来者和翻译。还通过观察整个班级来收集数据，以记录行为统计和参与程度。结论和发现。人们发现拼图游戏可以提高学生对地球科学概念的理解，但并不能始终保持较高水平。拼图游戏帮助一半的低年级学生提高了成绩，但无助于提高已经获得高分的学生的成绩。学生的参与度增加了，学生感到他们完成了更多的作业。但是，数据并没有显示出任务完成方面的很大变化。新移民的成就和参与度显着提高。中学九年级；数据收集方法。观察领域笔记，观察参与/行为记录，学生作业，调查态度，教师评估；课程领域。 ESL / ELL，内容领域的阅读-阅读，科学-地球科学；教学方法。合作学习，读写能力，口语（ELD），阅读流畅度，学生参与度

著录项

  • 作者

    Beckett, Brooke.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Education Language and Literature.;Education Secondary.;Education Sciences.
  • 学位 M.A.
  • 年度 2009
  • 页码 94 p.
  • 总页数 94
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

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