Report # FIPP Activity Report Funded by the Basic Skills Initiative Name Jackie Freedman Date FIPP Partner Matt Cheung Section #5004 Activity /Strategy JIGSAW Category #1, CLASSROOM ACTIVITY Briefly describe the activity/strategy. Introduction This activity was meant to be a review for the first exam. Students were instructed to use the information that they had studied in preparation for analyzing an image. The focus of the group discussion was to help students articulate for themselves their interpretations of the image chosen by their group and to interact with other students and appreicate the different perceptions of others. 2. Set up & Supplies At the end of the class on Monday, I had my students number themselves 1-4 . They were given a review sheet for the first exam. From the review sheet, the 1's were responsible for knowing formal elements and their definitions, were listed on the sheet. The twos were responsible for knowing the composition principles, also listed on the review sheet. The threes were responsible for understanding themes in art, which related to a specific chapter we had studied in the book, listed on the review sheet. The fours were responsible for understanding the different methods of critique for analyzing an image, all methods of critique were listed on the review sheet. 3. Directions Students were placed in groups of 4, each group comprised of a #1, #2, #3 and #4. Each group had to choose an image from the four on the screen. Then each # was asked to contribute to the discussion what they had prepared for in the homework from the previous class; for example, #1's would disucss two formal elements which best related to the image chosen, .ie, color and space. #2's would discuss one composition principle, for example, emphasis and subordination, and relate it to the content/meaning of the image. The images were in the text and we had previously discussed them in class. I wanted this to be a review of vocabulary for the first exam as well as a review for the essay question that would be on their first exam. 4. Conclusion I think that this was more than each group could handle. The review should have been more focused and maybe broken in two parts over two classes. In the first review, just the principle vocabulary words could be reviewed by each group. In the second review, the group could relate form to content, in their group discussions. What worked well? I think what helped in this jigsaw strategy was getting different studetns together to discuss in small groups vocabulary and concepts that previously had only been given to them in lecture and reading. After reading the comments on their survey sheets, it seemed that some felt that the review helped, as long as they were in a group in which everyone had prepared. From the results of the first exam, I would say that this class did better overall than my other class which did not have the benefit of this strategy for review. Also, I gave two of the images discussed in the review, on the exam in an extra-credit essay; so, reviewing these specific images in the activity helped students gain valuable extra -credit points on the test. What would you change? I might give them a short in class quiz of the vocabulary words, before dividing them into their jigsaw groups. Also, the review strategy needs to be more focused; a few vocabulary words in relation to an images. Asking them to use the methods of critique was perhaps too sophisticated for them at this stage; perhaps, the critique methods needed to be in a separate review. Would you use the activity/strategy again? Why or why not? Yes, definitely. I think it could be more and more effective in helping students do better on their exmas, as I become more aware of what works and what doesn't. Please describe any student learning outcomes/changes that you observed after the implementation of the activity/strategy. Students were able to use formal elements and composition principles to analyze an image.