WELCOME TO DAY 5

TASK 1-- Group #1

Task 1: (Essential Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry not all are represented here) which our school systems recognize and regularly assess adolescents’ abilities.   Each of the chapters listed below explores learning within a particular discipline from the perspectives of both a literacy expert, who understands the reading, and writing challenges that adolescents encounter, and a discipline expert, who understand the nature of the discipline and how literacy processes operate within it.  Please choose one of the chapters below to read and become an expert on. 

English Language Arts

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 5 pp. 120-153 

 Science

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 6 pp. 154-171   

                                    Mathematics

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 7 pp. 172-198  

                                    History

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 8 pp. 199-226   

Art

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 9 pp. 227-266 

What is Jigsaw?

Jigsaw is a cooperative learning strategy that enables each student to specialize in one aspect of a learning unit. Students meet with members to teach the material to their group members.

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. That is what makes the Jigsaw instructional strategy so effective.

Description of Lesson: In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. For our online meeting week you will read JUST ONE of the chapters above teach the other members of your group about your chapter.  

(Essential Question A)

Pre-Posting – Read JUST ONE of the chapters above.

Posting – For a full discussion of the readings, in your assigned small group, you are to become the expert of your chapter and teach the material to the rest of your group.  You need to not only summarize the chapter, but to help everyone in your group to develop a deeper depth of knowledge in relation to your chapter.  To do this you will need to explain and clarify meanings with personal examples or applied examples for further clarification.    This posting should indicate deep thinking and reflection on your part, along with supporting evidence that shows your own learning from reading and experience to this point. 

Response Postings -- Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings.  You might consider other information, questions you still have as a future teacher, etc.

TASK 1-- Group #2

Task 1: (Essential Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry not all are represented here) which our school systems recognize and regularly assess adolescents’ abilities.   Each of the chapters listed below explores learning within a particular discipline from the perspectives of both a literacy expert, who understands the reading, and writing challenges that adolescents encounter, and a discipline expert, who understand the nature of the discipline and how literacy processes operate within it.  Please choose one of the chapters below to read and become an expert on. 

English Language Arts

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 5 pp. 120-153 

 Science

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 6 pp. 154-171   

                                    Mathematics

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 7 pp. 172-198  

                                    History

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 8 pp. 199-226   

Art

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 9 pp. 227-266 

What is Jigsaw?

Jigsaw is a cooperative learning strategy that enables each student to specialize in one aspect of a learning unit. Students meet with members to teach the material to their group members.

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. That is what makes the Jigsaw instructional strategy so effective.

Description of Lesson: In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. For our online meeting week you will read JUST ONE of the chapters above teach the other members of your group about your chapter.  

(Essential Question A)

Pre-Posting – Read JUST ONE of the chapters above.

Posting – For a full discussion of the readings, in your assigned small group, you are to become the expert of your chapter and teach the material to the rest of your group.  You need to not only summarize the chapter, but to help everyone in your group to develop a deeper depth of knowledge in relation to your chapter.  To do this you will need to explain and clarify meanings with personal examples or applied examples for further clarification.    This posting should indicate deep thinking and reflection on your part, along with supporting evidence that shows your own learning from reading and experience to this point. 

Response Postings -- Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings.  You might consider other information, questions you still have as a future teacher, etc.

TASK 1 - Group #3

Task 1: (Essential Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry not all are represented here) which our school systems recognize and regularly assess adolescents’ abilities.   Each of the chapters listed below explores learning within a particular discipline from the perspectives of both a literacy expert, who understands the reading, and writing challenges that adolescents encounter, and a discipline expert, who understand the nature of the discipline and how literacy processes operate within it.  Please choose one of the chapters below to read and become an expert on. 

English Language Arts

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 5 pp. 120-153 

 Science

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 6 pp. 154-171   

                                    Mathematics

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 7 pp. 172-198  

                                    History

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 8 pp. 199-226   

Art

Jetton, T. L., & Shanahan, C (2012).  Adolescent literacy in the academic disciplines.  Chapt. 9 pp. 227-266 

What is Jigsaw?

Jigsaw is a cooperative learning strategy that enables each student to specialize in one aspect of a learning unit. Students meet with members to teach the material to their group members.

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. That is what makes the Jigsaw instructional strategy so effective.

Description of Lesson: In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. For our online meeting week you will read JUST ONE of the chapters above teach the other members of your group about your chapter.  

(Essential Question A)

Pre-Posting – Read JUST ONE of the chapters above.

Posting – For a full discussion of the readings, in your assigned small group, you are to become the expert of your chapter and teach the material to the rest of your group.  You need to not only summarize the chapter, but to help everyone in your group to develop a deeper depth of knowledge in relation to your chapter.  To do this you will need to explain and clarify meanings with personal examples or applied examples for further clarification.    This posting should indicate deep thinking and reflection on your part, along with supporting evidence that shows your own learning from reading and experience to this point. 

Response Postings -- Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings.  You might consider other information, questions you still have as a future teacher, etc.

TASK 2 - ALL GROUPS

Task 2:  View the video made by David Denton on Academic Language