Fht4 Task 5

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western governors university | Human Development and Learning | Fht4 task5 | | | 7/19/2012 | In a jigsaw classroom, the students teach one another and the teacher assist them in doing so. This technique produces interdependence between students that reduces racial tension s and allows the students to have a better learning environment in the classroom. Students will develop a deeper understanding of interdependence within ecosystems by examining how plants and animals interrelate in a saltwater marsh. First, I will divide the students into jigsaw groups of 5 or 6 depending on class size. To divide the students I will form ability groups. Rationale: The groups will be diverse in terms of gender, ethnicity, and race, but not in ability. Ability groups, group together students with comparable, backgrounds, grades, interests, or abilities. A difference of ability grouping status grouping, in which you bring together students from low, high, and middle academic achievement groups. Next, I will choose the same number in each group as the leader. Rationale: This will ensure us that no one over runs the group and encourage students to work together and get along. Then, I will assign one segment to each group member, making sure students have materials only to their own segment. Each student who is a one will be researching cord grass. Students who are two's will research tides in the marsh. Students who are threes will research the salt-water marsh animal, the diamond-back terrapin. Students who are fours will research marsh hay. Students who are fives will research gills, and students who are sixes will research marsh burrows. Rationale: This will encourage student teaching, and get all students actively involved because everyone has a major part. After I assign the segments, I will give the students time to read over, review their
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