Reflection: Pacing Puzzling Out Information: A Jigsaw Reading - Section 3: Jigsaw Reading


Despite focused reading, note-taking, and (relatively focused) group conversation, none of the groups had much time at the end of the class, some did not finish reporting at all. As the groups discussed, I visited each, listening to the notes, occasionally clarifying pronunciation, and commenting on the conversations they held. None of the students began reading the author biographies, and they were already provided a list of the author we would study (on the syllabus). Overall, I find jigsaw reading beneficial; it gives time for students to work at their own pace, set their own group norms, and become "experts" in a certain area--a reward that should not be overlooked for Sophomore/Grade 10 students. 

  Jigsaw Thoughts: A Reflection on Student Pacing
  Pacing: Jigsaw Thoughts: A Reflection on Student Pacing
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Puzzling Out Information: A Jigsaw Reading

Unit 3: Literacy: Rhetorical Devices and Revolutionary Thinking of the Enligtenment
Lesson 1 of 12

Objective: SWBAT identify strong and thorough textual details about the historical background of The Enlightenment, crafting generalizations about the period through jigsaw reading and reporting.

Big Idea: Like the greatest thinkers of the The Enlightenment sought to understand the world around them, students craft a whole understanding of the era's historical context

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