Reflective Learning: Pairing the Jigsaw Method with Learner Created Lecture Content

AUTHOR

Davon Woodard, School of Urban Studies, University of Washington, Tacoma

ABSTRACT

The Urban Studies course, Cities and Belonging (TURB 316), an upper-level undergraduate course, with 38 learners, was redesigned to pilot a critical pedagogical structure pairing the jigsaw approach with learner derived lecture content.

An abbreviated jigsaw approach, adapted from Anderson & Palmer, divided learners into randomly assigned, “small heterogeneous groups” (Anderson & Palmer, 1988) of 3 learners (ABC groups), each learner was assigned a different reading on the same topic. Weekly, there were four readings – 3 ABC readings, and one methods reading. Individually, learners were only responsible for two readings – 1 for their ABC group and the all-class methods readings. The course was designed around four, one-hour components. On Mondays, learners submitted: a one-page summary of their ABC Reading, as well as two questions or insights from their respective readings. On Tuesdays, the first hour of class was devoted to ABC Groups - co-teaching within individual groups, and collaborative projects. The second hour was devoted to all-class discussions of the submitted questions. On Wednesdays, learners submitted two methods reading questions. Thursday, the first hour was dedicated to methods reading discussions (all-class), and the second hour to learner submitted questions.

Combining the jigsaw approach and class structure maximized and diversified the content that students engaged with, while minimizing the individual work-load. This structure facilitated learner discussion and engagement on the same concept/topic (i.e., class, gender and immigrant status) but from multiple readings/studies (and thus, multiple positionalities and geographies). This enriched the learners’ understanding of the intersectionalities and distinctiveness of belonging/unbelonging.

SUMMARY

RESEARCH QUESTION

The redesign centered learning as a participatory process derived from Freire's critical pedagogy which creates learning environments of “empowering education, education that questions everyday life, identifies contradictions, makes critical connections with the structures of society that discriminate and acts to change things for the better.”

RESEARCH METHODS / SCHOLARLY BASIS

There were two components to the course redesign. One, the final project The Tacoma Belonging Project (TBP), discussed in another presentation within the symposium. The other, which I am discussing here, was the revisioning of the course structure which combined an abbreviated jigsaw approach, adapted from Anderson & Palmer, and a recentering of lectures to engage with learner created questions, thoughts, and ideas on the materials. The course was structured around 4 one-hour components, with the first class session focusing on that weeks theme or topic, and the second session focusing on qualitative research methods.

RESULTS

Combining the jigsaw approach and class structure maximized and diversified the content that engaged with, while minimizing the individual work-load. Using questions from learners enabled students who may not be comfortable asking in-class, or are better with written word to engage. I noticed that over the quarter as learners realized that I was responding to their questions, they submitted questions which reflected much greater breadth and content engagement.