I agree with you Jan. Especially personally. I do think committed adult learners always want every bit of the information, don't you think? And I definitely wouldn't use jig sawing all the time. But I do think it is useful for helping students who might have a very hard time reading a larger volume of text where there isn't really time. (and time is an issue in every classroom I know) For example, English language learners have good reason to read slowly and can't necessarily handle the same volume of reading as others. And in the case of this request, it was a content area class where I'm sure teachers are accountable for the content of the curriculum, not just reading. So class opportunities would help the students model how to go about accessing content area reading that at times they would need to do entirely independently. It also would be my job as a teacher to be sure students had an appropriate "into" the text so that dealing with a middle section and "beyond" (debriefing and clarifying misinterpretations) were effective experiences. "Into/thru/beyond" is the "used to be" descriptive framework for planning reading events during the more constructivist days of schooling! I also think there is much value in having students expected to collaboratively construct meaning and share that construction with others. Of course it could happen as well with every group reading the same text.
As a teacher of younger students or adults, I would always have available of the whole text for anyone who wanted it!!! On 11/6/10 9:34 AM, "Jan Sanders" <jangou...@gmail.com> wrote: > While many people love jigsaw, I personally do not like it -especially when > I go to a conference and it is used. Why? You get someone's interpretation > of the piece, not necessarily what the author intended, or what you would > get from it. Also, I hate it if I don't get the first part to read as I > have trouble entering into something at the middle or end of the piece. I > often have to go back and scan what came before so it makes sense in my > mind. > I read only at a moderate pace and take time to absorb what is written > there, and often the time alloted is not sufficient for me. As a coach, if > I was going to use an article at a training for the teachers I work with, I > would give it to them a few days ahead of time and allow about 15 minutes > reading time (or longer for longer articles) at the training. The teachers > appreciated this as some needed more time to process like me. > > I bring this up as there may be students with some of the same feelings. > Maybe there is a person who needs to start at the beginning for it to make > sense, maybe someone's explanation of a section wasn't clear, maybe the > length of time given to read wasn't long enough... > Jan > You do not really understand something unless you can explain it to your > grandmother. > -Albert Einstein > > > > On Thu, Nov 4, 2010 at 12:42 PM, <wr...@centurytel.net> wrote: > >> >> >> >> Hi Sally, >> I'd love to hear more about how the jig saw method has worked for you. >> I have done that, and it usually fails for me. Too many students wait for >> others to do the work for them. Parents (of the working students) have >> complained to me about the unfairness. Jan >> >> >> Quoting Sally Thomas <sally.thom...@verizon.net>: >> >>> I think many readers don't develop reading stamina. The effort tires them >>> quickly, and it's especially hard when they are not motivated. I would >>> not >>> lower the quality of the readings but make them shorter. Pick out key >>> passages for them to problem solve with as readers and then you fill in >>> the >>> gaps with your input. OR jig saw and let students teach each other their >>> shorter parts. As an English teacher for example, I would pick 5 or 6 key >>> scenes (either because of theme, plot, whatever) and students would read >>> those in the original with great care and lots of discussion, often >>> reading >>> as readers theater etc. But I would fill in the rest. They did not have >>> the stamina to wrestle with the whole play in Elizabethan English. >>> How wonderful that you are seeing your role in supporting students reading >>> in the content areas!!! Takes a village as the saying goes. Thank you. >>> Sally >>> >>> >>> On 11/3/10 7:16 PM, "ginger/rob" <read.th...@sbcglobal.net> wrote: >>> >>>> I received this email and I believe she intended it for the Mosaic group >>> so >>>> I am forwarding it on: >>>> ++++++++++++++++++++++++++++++ >>>> My name is C. Wright. I am trying to incorporate reading into my 11th >>> grade >>>> content area because our students score low on the reading and social >>>> studies part of the exam. I know part of the problem is that may >>> students >>>> do not know how to read. Some do not comprehend. So I am trying to >>> teach >>>> students how to be successful readers on the test as well as acquire a >>> life >>>> skill. I noticed that if the passages are long many students do not any >>>> attempt to read. My greatest problem is trying to find strategies that >>> work >>>> during a reading assignment. The before and after is okay, but during >>> the >>>> reading my strategies fade. > Carolyn Wright >>>> wchwri...@wilcox.k12.al.us >>>> >>> >> >> >> _______________________________________________ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
