Lori+Beth+Wiseman

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About Me
Born in [|Orchard Park, NY]. Go Bills! Moved South to study Spanish and Music at the [|University of the South]. Yea, Sewanee's Right! Taught for three years at [|The Webb School](Go Feet!), a boarding school in [|Bell Buckle], TN. RC Cola and Moonpies. While there, got my teaching certification from [|Middle Tennessee State University]. Go Blue Raiders! Moved to Atlanta seven years ago to teach at [|Woodward Academy]. War Eagle, Caw! Got my masters in Spanish Language and Literature from [|Middlebury College] in 2010. Go panthers! Love to sing with the [|Atlanta Symphony Orchestra Chorus.]

How to reach me:  lori.wiseman@woodward.edu  @srawiseman

Takeaways / Big Ideas
My biggest takeaway from my action research is that **variety keeps the novelty in learning**! While a few of my students commented that they did not prefer to learn using the Jigsaw method, even they agreed that a **change** from lecture or other form of direct instruction was enjoyable. Not only did my students enjoy doing something different in class, but they also thrived on the opportunity to work with each other and practice authentic communication in the target language.

My capstone evening presentation:


AR Overview (How did I choose my AR topic?)
I love experimenting in the classroom: differentiating instruction, using alternative assessments, incorporating projects. Therefore, for my action research, after several failed attempts at elaborate and unnecessary classroom overhauls, I decided to start small by gathering data and analyzing a project or two that I had already tried. After reading about the Jigsaw method, I recognized that my students have learned this way before, only we didn't call it Jigsaw - we simply called it "a project." This was the perfect structure for my action research. By more formally and purposefully implementing differentiated instruction (Jigsaw), I could gather quantitative and qualitative data that would help me improve my teaching and student learning.

[[image:Screen Shot 2013-05-01 at 2.30.02 PM.png width="160" height="28" align="left"]]
How will using the instructional strategy jigsaw impact students’ ability to gauge their own understanding of material as expressed by their achievement on assessments?

=AR Process= Like most experiences in the classroom, this method took a little while for students to learn, but once they did, we had another tool for learning in our back pockets that we could use at any time. I initially explained the process to my students and gave them a handout that put everything in detail onto a timeline: The guidelines for my Spanish 2 Honors class are written in Spanish: And the guidelines for my Spanish 1 College Prep are in English: Routine is always good, and after just one cycle of Jigsaw, my students didn't need such an elaborate set of instructions on how to implement. So, I could save paper and put a Powerpoint slide up that outlined what we were going to be doing the next couple of days:

Below are the seven steps I followed in using the Jigsaw method:
1. Introduce topic to students 2. Assign students to heterogenous "home groups" with varying abilities 3. Give students about 10-15 minutes to familiarize themselves with their content area 4. Students move into "expert groups" to discuss main points and rehearse presentations made to home groups 5. Discuss process for reconvening in home groups to share content 6. Students return to "home groups" and teach each other their segment of the content 7. Students assist each other in "home groups" to complete a practice quiz or other guided practice
 * Teacher floats around classroom to make sure students are addressing key points

AR Data Samples
I have both quantitative and qualitative data for this action research project. The more useful data to me was the qualitative, as I have received wonderful feedback from my students. In terms of empirical data, the line graph below represents the average chapter test scores from last year's studentsto this year. I only gave nine chapter tests; therefore, the data, while being statistically inconclusive, is interesting to note. My students this year, with one exception scored lower than last year's without differentiating instruction. For the two chapters that I used the Jigsaw method, the students scored higher than last years. I used the Jigsaw method in chapters 6 and 7.



I got feedback from my students in two ways: through a survey using google forms and through student video interviews.

Below are some quotes my students shared in the [|online survey] they took: // "I liked this assignment a lot on the surface. But in the long run, I believe that perhaps a lecture or Powerpoint would help me remember a little better. Its difficult to teach what you have just learned yourself." // // "I like it worse because i dont learn as well" // // "I liked it, but I prefer direct instruction because I learn more that way." //
 * A few didn't really like it: **

// "Before I became involved, I thought this would be interesting and fun! During the learning experience I realized that in order to successfully teach my peers, I'd have to be creative and precise. At the end of the learning situation I really appreciated the goal of this assignment." // // "I like this method of teaching better and worse than direct instruction. I believe that it is necessary to have a dedicated, diligent group of students who will fulfill their obligations as instructors to learn the material ahead of time; this definitely was the case in my class. :) I also think that learning the material and having to teach it to fellow classmates forces one to learn the material much better than simply understanding the material for oneself. The different perspectives on the material really completes one's understanding." // // "I liked it better because i feel that learning the material by myself and then teaching it to others who do not already know it makes the understanding for myself much better, rather than watching slides on the topic." // // "Although i was absent I felt like i was able to catch up quickly and be on the same page as my classmates." // // "I like it better because I can start learning by myself at my own pace. Also, making the outline helped greatly because I had to apply what I just learned." // // "It was more fun to learn about it with my peers and friends than to have to take it home and have to learn it alone." // // "I get to learn at my own pace; i'm not required to keep up with the class." // // "It requires you to have a deeper understanding of the material than just taking notes and/or reading about it." // // "I liked it more than you just standing up and teaching us but not as much as just going to the lab and doing quizlet." // // "From the beginning, I was excited about this situation because I enjoy teaching others and helping them to understand material." // // "It teaches us how to work with a group of people. also, it teaches us communicating and speech skills." //
 * But most of them loved it: **

Student video feedback is summarized in [|this video.]

Most of my action research was centered around my Spanish 2HP class, but I also did one Jigsaw cycle with my Spanish 1 College Prep class. These students produced several interesting examples of student work that reminded me that each of us processes learning in a unique way, and often students create learning tools or mnemonics that I haven't thought of. One Spanish 1CP student wrote a poem to help her peers understand stem changing verbs:

AR Data Analysis
Regarding the quantitative data, I don't think I have enough to draw definitive conclusions. I would love to continue this for the next few years, and possibly even try having different control groups during the same school year. It was difficult to compare students from different years. On the other hand, the student feedback I received was wonderful. Many of them responded enthusiastically to learning with Jigsaw.

AR Conclusions
I will continue to teach this way from time to time throughout the school year. Like most classroom strategies, I think Jigsaw is best used when sprinkled in with other teaching and learning techniques. It encourages collaboration and engaged learning among students. Many of my students had the experience of believing they had mastered the content only to realize this was not true when they attempted to teach it to their peers.

Lit Review & Resources
Here are some links to websites, presentations, and articles that helped me get started on my action research: [|Jigsaw.org] - website dedicated to using Jigsaw in the classroom [|Using Jigsaw in the Geo sciences] [|Video about using Jigsaw to help with reading]

And for creating my presentation: [|Graph Creator]

Reflections
My presentation is over, but I feel like I have just begun this journey. I have enjoyed looking at my classroom instruction more purposefully this year.