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
• 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
Castle Diagram (week 1 of unit)
Sat/Sun
Tue
• IF-AT
formative
quiz [20
min]
• Study
guide
activity
day 1 [40
min]
In class
Out of
class
Mon
• Read
chapter 16
and watch
lecture
• Formative
online
quiz
• Submit list
of 3-5
main
concepts
online
Wed
Thr
• Study
guide
activity
day 2 [60
min]
• Review
relevant
parts of
chapter 16
text and
lecture
• Refine
mini-guide
Fri
• IF-AT
formative
quiz [20
min]
• Study
guide
activity
day 1 [40
min]
• Read
chapter 17
and watch
lecture
• Complete
formative
online
quiz
• Submit list
of 3-5
main
concepts
Castle Diagram (week 2 of unit)
Sat/Sun
Tue
• Study
guide
activity
day 2 [60
min]
In class
Out of
class
Mon
• Review
relevant
parts of
chapter 17
text and
lecture
• Refine
mini-guide
Wed
Thr
• IF-AT
formative
quiz [20
min]
• Study
guide
activity
day 1 [40
min]
• Read
chapter 18
and watch
lecture
• Complete
formative
online
quiz
• Submit list
of 3-5
main
concepts
Fri
• Study
guide
activity
day 2 [60
min]
• Review
relevant
parts of
chapter 18
text and
lecture
• Refine
mini-guide
Study Guide Activity Flow
• Before class
– Students individually submit list of at least 3 (no
more than 5) topics/concepts in the chapter
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
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
After class – day 1
• Out-of-class, students work on refining mini-
guide and submit draft online
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
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
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?