Introduction of Jigsaw Method as Active Learning in Large Class

2020 ◽  
Vol 68 (3) ◽  
pp. 3_2-3_7
Author(s):  
Noboru KATAYAMA ◽  
Yuka TAKAGI ◽  
Joonam KIM ◽  
Shuji HONDA ◽  
Tomoko MORI
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Jigsaw Method

scholarly journals Integrating A New Design Of Teaching Slides With Active Learning Measures In A Large Class

2020 ◽  
Author(s):  
Katrina Ramsdell ◽  
Madeline Schreiber ◽  
Maura Borrego ◽  
Michael Alley
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Learning Measures

scholarly journals Jigsaw method as an effective co-operative learning method to understand biochemistry concepts for First year MBBS students

2020 ◽  
Vol 11 (3) ◽  
pp. 3506-3510
Author(s):  
Krishna Veni D V ◽  
Neetha Kundoor ◽  
Radhakishan N
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
First Year ◽  
Analytical Skills ◽  
Post Test ◽  
Jigsaw Method ◽  
Post Assessment ◽  
Jigsaw Technique

The jigsaw technique is a method of cooperative learning which makes the students depend and help each other in acquiring knowledge. This technique divides the class into groups to work on small problems with the purpose of collaborating into a final outcome. Jigsaw method is simple, comfortable to adopt and easy to implement. Jigsaw method facilitates active learning without traditional lecturing. It is a peer teaching method as an attempt to shift from a teacher to the learner-centred paradigm. The main aim of the study is to develop cooperative learning by using of Jigsaw technique among the 1 st year medical students for learning concepts of biochemistry. And to determine the effectiveness of the Jigsaw technique by post-assessment of their knowledge of biochemistry. A total of 100 medical students were recruited and their pre-knowledge on the concepts of biochemistry was assessed. The students were trained by using the Jigsaw technique and their post knowledge was assessed. In our present, around 28 students in the pretest scored below 60% marks and only 4 students in the post-test scored below 60%, indicating that there was a remarkable improvement in the scores of these students. And also 85 students scored above 80% marks. Jigsaw technique contribute to a better understanding of the concepts, facilitates active learning, problemsolving, improves analytical skills and logical thinking, enhances communication skills among students.

scholarly journals Delivering quality along with quantity: The challenge of teaching a large and heterogeneous engineering class

2018 ◽  
Vol 46 (4) ◽  
pp. 331-344
Author(s):  
D Chronopoulos
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Mathematical Knowledge ◽  
Positive Impact ◽  
Good Teaching ◽  
Learning Methods ◽  
Teaching Resources ◽  
Academic Background ◽  
Learning Techniques ◽  
Students Satisfaction

The challenges faced by a lecturer teaching large multidisciplinary engineering classes are identified. These are principally related to the size of the class, the extensive mathematical knowledge that is considered as prerequisite, as well as the heterogeneity of the class due to the diversity of students’ academic background and interests. In order to improve students’ engagement and retention in class, active learning techniques are employed and their impact on the performance of the class is captured through a questionnaire designed for this purpose. The statistics demonstrate that good teaching facilities and a well-prepared lecturer do not suffice for maximising students’ satisfaction, attention and retention. In order to engage the students in a large class setting, it is important to involve them in the lecture process. The employed active learning methods comprising quizzes, in class demonstration and muddiest-point cards induce a remarkably positive impact at almost no additional teaching resources.

Feasibility of Team-Based Learning Techniques in a Large Engineering Course

2009 ◽  
Author(s):  
Sung-Hwan Joo
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Learning Methods ◽  
Learning Techniques ◽  
Team Based Learning ◽  
Learning Concept

This paper describes the feasibility of team-based learning techniques in a large engineering course and reviews the team-based learning. First, the problems which instructors are facing when they teach the large class are discussed. Then, several active learning methods are briefly introduced and reviewed. The team-based learning concept will be reviewed and advantages of team-based learning in a large engineering class are discussed at the latter part of the paper.

Jigsaw Method for Non-technical Skills in Cardiac Arrest: a Novel Application of This Active Learning Pedagogy

2018 ◽  
Vol 28 (2) ◽  
pp. 401-405 ◽  
Author(s):  
Craig Fryman ◽  
Anita Fei ◽  
Rishi Mehta ◽  
Sahar Ahmad
Keyword(s):  
Cardiac Arrest ◽  
Active Learning ◽  
Technical Skills ◽  
Jigsaw Method
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