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Study Guide Construction via Jigsaw Group Activity

Study Guide Construction via Jigsaw Group Activity. A method to facilitate student ownership of learning using a flipped classroom approach. Context of activity. Course: BI103 – Intro to Cell Bio & Genetics Freshman level, 20 students, mostly majors

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Study Guide Construction via Jigsaw Group Activity

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  1. Study Guide Construction via Jigsaw Group Activity A method to facilitate student ownership of learning using a flipped classroom approach

  2. Context of activity • Course: BI103 – Intro to Cell Bio & Genetics • Freshman level, 20 students, mostly majors • Overall course objectives: Students will be able to… • Explain how a cell functions at the molecular level • Explain how scientists study cells at the molecular level • Interpret and explain cell biology and genetics research results • Organize information from lectures and readings into a study guide • Create practice assessment questions related to course content • Project Goal: Help freshman learn how to identify important concepts and organize course material

  3. Castle Diagram (week 1 of unit)

  4. Castle Diagram (week 2 of unit)

  5. Study Guide Activity Flow • Before class • Students individually submit list of at least 3 (no more than 5) topics/concepts in the chapter

  6. In class day 1 • Students work in groups to merge personal lists into a group list [10 min] • Write list on board • As class, collectively merge group list into class list [10 min] • Assign one concept/topic to each group

  7. In-class day 1 cont. • Groups compile list of terms related to topic [15 min] • Write definitions in own words • Turn in online by end of class • Groups choose format for organizing their topic [5 min] • Comparison chart to compare and contrast groups of ideas • Concept map to connect related ideas • Diagram or cartoon for dynamic processes • Flowchart for procedures and experiments • Timeline for a series of events over time

  8. After class – day 1 • Out-of-class, students work on refining mini-guide and submit draft online

  9. In-class day 2 • Students meet with group to finalize mini-guide [15 min] • Prepare to explain to others as “experts” • Experts from different groups combine and explain their mini-guide [15 min] • Discuss and revise, expert brings discussion/revision back to original group • Revise mini-guide if necessary

  10. In-class day 2 cont. • Write 1 constructed and 1 objective question related to concept/topic [15 min] • Constructed • Short answer • Problem solving/data interpretation • Objective • True/False – if answer is false explain why • Multiple choice • Groups present questions to class [15 min] • Upload final group mini-guide and questions

  11. Tasks Remaining To Do • Finalize formative assessment for group dynamics • Use GEA or Megan Howard’s rubric? • Predetermine 5 main topics for each chapter • Drawn from list of chapter objectives • Develop formative assessment for study guide activity beyond in-class feedback?

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