When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Cooperative Learning Model of Teaching.
One example of a cooperative learning procedure for the Judaic classroom is Expert Jigsaw. A description of this cooperative procedure and a sample application for the Judaic classroom follows:
Expert Jigsaw: This is a more complex cooperative procedure that includes the following four steps:
1. A task or set of materials is divided into several component parts or topics.
2. Each quad member is given a topic on which to become an expert.
3. Members who have the same topics meet in expert groups to discuss their topics, analyze the data, and plan how to present their findings to their team mates.
4. Members return to their original quads (i.e. home groups) and teach what they have learned to the members of their home group.
Sample Application: Divide the class into quads (i.e. teams of four). Divide a topic like (Jewish leaders) into four component parts: 1. Moses, 2. Queen Esther, 3. David Ben-Gurion, and 4. Golda Meir. Give each quad member a number from 1 to 4. Thus number 1 is responsible for studying the life of Moses, number 2 learns about Queen Esther, etc. All class members with the number one form an expert group on Moses, and answer a set of questions. All class members with the number two form an expert group to study Queen Esther, etc. At a designated time determined by the teacher, the experts return to their original (i.e. home) quad and report their findings to their home team members.
On the next post we will describe and give a sample application of another cooperative learning procedure, Team Webbing.