(I) The following is a lesson plan created by myself and fellow EDCI 6220 students. It is just an example of the type of Cooperative Learning activities you can do with your own students. You may use this lesson plan or adapt it for your own classroom easily.

Group Members: N. Bogan, C. Lalla, C. Mack, I. Maumus, L. Neff, B. Ulicni and R. H. Wilhite, Jr.

Pertinent Background Information: This unit was designed for an 11th Grade English/Language Arts class of 24 students. Our lesson is designed to unfold over a three-week period with each class lasting about 50 minutes.

Unit Theme: Self-Realization.

Unit Goals: The acquisition of self-realization and self-identity through various language arts mediums. This includes the use of creative writing, dramatics, art and music.

Unit Rationale: The importance of self-identity and self-realization is especially prominent in the high school setting. Students are determining who they are, who they want to be, what they believe in and what they want to do with their future. Language arts is an especially meaningful means through which to get students involved in discovering, questioning and reflecting upon their own self-identity and self-realization. The use of short stories, poetry, art, drama and music are both active and meaningful to students as the students can draw upon the lives of the characters in books, poems or plays. This also allows the students to better access their own lives and, subsequently, their self-realization and self-identity can emerge.

Louisiana Components Overview =

*Planning: Learner differences are accommodated by the use of visual, auditory and kinesthetic communication, among others, and consistent inclusion of individual reflection/journal work. Also, in view of Howard Gardner's theory of multiple intelligence, students are involved in and permitted various contributing modes of expression: drama, song, dance, paint, sketch and sculpture.

*Management and Instruction: Students are moved through the class interactive tasks with purposeful intent. Time is closely monitored to provide for the sharing of all students. The structuring of group activities is minimally varied, in order to enable students to feel comfortable but challenged. Students are informed of time limits, and motivated via peer-interaction and by the personalization of most activities. Story telling culminates in a presentation on Name Origin in week one which connects smoothly to week two, where the students develop creative self expression through written and oral means, explore identity via their parents, reflect on the self as seen through the eyes of others and express felt experiences via the "Song of Myself." This transitions smoothly into week three where the students view self-identity and self-realization via art and drama. All of these activities, this lesson and each week is geared toward a planned and gradual evolution toward the students' freer self-expression (self-identity through self-realization).

* Week One:

Journals.

"Story of an Hour" by Chopin.

"Sophistication" by Sherwood Anderson.

"from Hidden Name and Complex Fate," by Ralph Ellison.

* Week Two:

Journals.

"Advice to my son" by Peter Meinke.

"This Mirror" by Sylvia Plath.

"Song of Myself" by Walt Whitman.

* Week Three:

Journals.

Overhead projector.

"Emancipation of Earth and Sky" by Darren Vigil-Gray (overhead transparency).

"Woman With Plant" by Grant Wood (overhead transparency).

Guide to looking at a piece of artwork (hand-out).

Group of play monologues (taken from "Great Monologues For Young Actors," edited by Craig Slaight and Jack Sharrar).

*Day One - Lesson Title: Individuality and the Role of Men and Women.

This part of the lesson meets the following LA English Content Standards:

ELA-1-H2 & ELA-4-H6.

Objective 1: Students will be able to identify the use of irony - especially how Chopin uses it to emphasize the importance of self identity. Students will display this knowledge by participating in a class discussion.

Objective 2: Students will be able to comprehend how roles in society can have different effects on a person's individuality. Students will show this comprehension via group work - by examining the role of women and men in the past and present.

Activity 1 (20 min.): Teacher will read "Story of an Hour" aloud while the students follow along in their texts. In this story the character of Mrs. Mallard, in the midst of grieving over her husband's supposed death, realizes that there will be no one for her to live for now--but that she can start living for herself. Teacher will ask the students the following questions: "Do you think it is important to live for yourself?", "What do you think is the actual reason for Mrs. Mallard's death?" (maybe it is because she could not go back to living for someone else) and "Why is the story ironic?".

Activity 2 (15 min.): Round Robin Activity: Teacher will have the students break into groups of four to discuss the role of women and men in today's society (as opposed to the time in which the story is set). Each group will be responsible for compiling a list of similarities and differences between today's society and that of the time the story is set. Each group will also be given an opportunity to discuss any of the differences/similarities they come up with via a brief class discussion.

Activity 3 (10 min.): Teacher will explain the "Name Presentation Project." The students must answer each of the following questions:

1. How has your name shaped your identity?

2. (After interviewing their parents:) How, or why, did your parents choose your name?

3. What is meant by the term "name origin"? What is the "origin" of your name?

4. If you were to change your name, what name would you choose and why? If you would not consider changing your name, why?

The students will begin giving oral presentations of the "Name Project" on Thursday. The presentations should last approximately 4 minutes each.

Closure (5 min.): Teacher will remind the students to begin work on their presentation project and assign "Sophistication" as reading homework. Teacher will ask the students to think about what qualities they feel make someone a "grown-up."

*Day Two - Lesson Title: Defining What it Means to be a "Grown-up."

This part of the lesson meets the following LA English Content Standards:

ELA-3-H2.

Objective 1: Students will formulate their own standards of what qualifies an individual as an adult and will present this by class discussion on "Sophistication" and by writing journal entries.

Activity 1 (20 min.): Teacher will begin class with a discussion of "Sophistication" by Sherwood Anderson. Teacher will initiate discussion using the following questions:

- In what ways are George's experiences growing up similar to yours?

- What internal conflict(s) do George and Helen experience? How are their actions in this story related to the conflict(s)?

- What insight into life does the story give/make?

- What generalizations does Anderson make about the passage from childhood to adulthood? Do you agree with these generalizations? Why or why not?

Activity 2 (10-15 min.): Students will write journal entries responding to the question: "How do you define the turning point between youth and maturity?"

Activity 3 (10 min.): Teacher and students will discuss the students' ideas about what constitutes being a "grown-up" based upon what the students wrote in their journals.

Closure (5 min.): Teacher will assign "from Hidden Name and Complex Fate" as homework reading. Teacher will ask the students to think about ways in which this story relates to their "Name Project."

*Day Three - Lesson Title: The Connection Between Individuals and Names.

Objective: Students will explore the relationship of a given name to the individual who bears that name and develop conclusions regarding that connection. Students will exemplify this connection through class discussion and a whole class activity.

Activity 1 (35 min.): Teacher will lead a class discussion on "from Hidden Name and Complex Fate" by Ralph Ellison. Teacher will ask the students the following questions:

- Why did Ellison's name puzzle him?

- What does Ellison's middle name remind him of?

- What does Ellison mean when he says that our names "must become our masks and that our shields and the containers of all those values and traditions...of our familial past"?

- Think about the connotations and private assumptions that certain names evoke in people. What do you feel about the names "Molly" or "Kitty" for the queen of England? Why?

Activity 2 (15 min.): Teacher will write some common names on the board and have the students privately write a sentence or two they think might apply to someone with that name. Teacher will then have the students break into groups of four and share their descriptions. Teacher will ask the students to see if any of the descriptions are essentially the same? Any different? Why or why not?

Closure (5 min.): Teacher will remind the students that their oral presentations of the "Name Project" will begin tomorrow. Teacher will ask if there are any last minute questions.

*Day Four - Lesson Title: Individual Presentation of Name.

This part of the lesson meets the following LA English Content Standards:

ELA-4-H1.

Objective: Students will identify how their given name has influenced them individually. Each student will exhibit this through an oral presentation to the class.

Activity (50 min.): Students will give class presentations which will last approximately four minutes each.

*Day Five - Lesson Title: Individual Presentation of Name.

This part of the lesson meets the following LA English Content Standards:

ELA-4-H1.

Objective: Students will identify how their given name has influenced them individually. Each student will exhibit this through an oral presentation to the class.

Activity (45 min.): Students will give class presentations which will last approximately four minutes each.

Closure (5 min.): Teacher will inform students that the next week they will continue with the theme Self Realization. Teacher will tell the students to keep their "Name project" in mind as it will come in handy when they create a "song of self."

The second week of the lesson meets the following LA English Content Standards:

Standard One: ELA-1-H1 and ELA-1-H4.

Standard Two: ELA-2-H2, ELA-2-H3, ELA-2-H4, ELA-2-H5 and ELA-2-H6.

Standard Three: ELA-3-H1, ELA-3-H2 and ELA-3-H3.

Standard Four: ELA-4-H1, ELA-4-H2, ELA-4-H3 and ELA-4-H6.

Standard Six: ELA-6-H3.

Standard Seven: ELA-7-H1, ELA-7-H2, ELA-7-H3 and ELA-7-H4.

Objectives for the second week of the lesson are:

A. To increase vocabulary and diction by creating a word list from in-class readings.

B. To enhance self-expression by writing a "Song of Yourself" to turn in and present Friday, using chosen medium (i.e. music, dance, voice).

C. To develop reading and diction skills through individual, pair and small group discussion of a few questions about the poems.

D. To help foster audience awareness and purpose in written and oral expression by directed reflection, journal revision, creative expression and presentation of personal statements.

Assessment for this second week:

Assessment will occur via rubrics and the turning in of an ELA portfolio. The following will be looked at when assessing students' performance:

A. Class participation/Peer group participation

B. Analytical questioning

C. Journal reflections

D. Word lists

E. "Song of myself" poem

F. Presentation of "Song of myself" Poem.

*Day One - Lesson Title: Parental Advice.

Activity 1 (5 min.): Teacher will set-up the structure of the week's activities by informing the students that they will first be studying poetry as a way to investigate self. Teacher will arrange the classroom into base groups of four which is where the students will begin each day. Students will begin their day in the same group as they were in the day before, then change when prompted by teacher.

Activity 2 (10 min.): Teacher will read the poem "Advice to my son" by Peter Meinke aloud to the class. Students will create a word list as the teacher is reading (teacher will give examples of what to look for: "shattered windshield," "bursting shell," etc.). Students will then individually reflect on three analytical questions:

1. Who is the author?

2. What do we know?

3. How do we know it?

Activity 3 (12 min.): Students will then pair-off within their base group and share their answers. Within the same base group, students will again pair-off and share. Teacher will then provide a broad tie-in.

Activity 4 (20 min.): Round-robin: Using the topic "What is important to you and why?", students will, within their base group, use a round-robin approach to sharing. Teacher will then introduce partner to base group.

Closure (3 min.): Teacher will give closing instructions - affirming group interaction and assigning homework. As homework, students will, in their journal, complete a "rewriting" activity: after writing in memorable and descriptive language how their parents have influenced them and their sense of self, students will list four of these ways or main points. This will help the students be prepared to share from memory tomorrow. Students will also make note of how they have improved their self-description and be ready to use different language tomorrow. Students will read the poem "This Mirror" by Sylvia Plath.

*Day Two - Lesson Title: What defines you? Mirror and Mood.

Activity 1 (5 min.): Teacher will introduce the Poetic Infusion and Vocabulary task for portfolio. Teacher will read and the students will listen for words/phrases which seem striking to them. Students will then begin a list of 60 total words/phrases for their portfolio in order to help them when writing their "Song of Myself."

Activity 2 (10 min.): Students will pair-off (within the same base group as yesterday) and test out their improved description of self with their partner who will give oral feedback. Within this same base group the students will pair-off and share again.

Activity 3 (10 min.): Teacher hands out the poem "This Mirror" by Sylvia Plath. While the teacher reads, the students will listen with their eyes closed and notate words/phrases/thoughts (on back of handout) which strike a particular appeal within them for later reflection and notation into vocabulary list. Teacher will read the poem a second time. This time, following the oral read-through, the students will circle words in the poem and note thoughts which may address the questions on blackboard:

1. How can a best friend reflect your values like a faithful mirror?

2. Why don't people feel insulted when a good friend or parent corrects them?

3. Explain the importance of community acceptance in the development of the self.

Activity 4 (20 min.): Students will receive a different partner and groups: two predetermined students in each group will move to the next group for "Pens in the Middle." Students will complete the following: 2 minutes of individual thinking, 4 minutes of sharing with a partner, 4 minutes of team sharing in foursome, 4 minutes of "pens in the middle" with new team, and 4 minutes of "pens in the middle" with next team.

Closure (5 min.): Teacher will handout homework assignment sheets. Teacher will tell a little about Sylvia Plath. Teacher will affirm group interaction and clarify homework. For homework, student will, in their journal, write a reflection (part of the portfolio) and reflect upon the value of the group sharing today, what the student gained from the experience and why it was done. Student will also consider "Is there something you've learned which will make you do anything differently next time? In writing, presenting or listening? How are your words coming along?". Students will also create a non-verbal portrait of themselves: a drawing, painting, sculpture, dance or song - that is, use a non-verbal medium first. Student will then add words as they wish, to enhance their self-portrayal for the audience - the person or persons who may see it. Students will also read through the poem "Song of myself" by Walt Whitman.

*Day Three - Lesson Title: Defining Yourself.

Activity 1 (5 min.): Teacher will read aloud and students will add to their word lists as the teacher reads.

Activity 2 (10 min.): Students will get back into the same base group as they were in yesterday, pair-up within that group, share their portraits and get feedback on the effectiveness of their piece. Within the same group, the students will switch pairs and share again.

Activity 3 (8 min.): Teacher will read "Song of myself" by Walt Whitman and students will answer three analytical questions:

1. What does Whitman celebrate in this poem?

2. Why does Whitman use the term "barbaric yawp" to describe his poetry?

3. How does Whitman realize who he is as an individual and in relation to the world at large?

Activity Four (12 min.): Students will form different base groups, pair-up within the new group and share their answers. Students will switch within this same group and share again.

Closure (15 min.): Teacher will present a rubric (attached) and take questions from students regarding their own "Song of myself." Students will begin their own "Song of myself" by drawing from expressive ideas from their individual word list. Teacher will assign homework. As homework, students will:

1. Write a rough draft of their "Song of myself."

2. Think about:

a. What is your favorite activity? Why?

b. What attitude or belief does this activity reveal about you?

c. Does this aspect coincide with your favorite activity in some way? What is important to you; what do you value highly in your life?

*Day Four - Lesson Title: Describing Yourself.

Activity 1 (5 min.): Teacher will read aloud and students will add to their word lists as the teacher reads.

Check-up (5 min.): Teacher will check on student progress and see if they have any questions regarding the rubric, etc.

Activity 2 (30 min.): Students will go into their base group, pair-off within that group and share, having their partner read their rough draft aloud to them. Students will do some quick revision, switch pairs within the same group and share again. Finally, students will work independently on revisions.

Closure (10 min.): Teacher will affirm group interaction and assign homework. As homework, students will:

1. Prepare their final drafts for presentation on Friday.

2. In their journals, students will reflect upon this activity and the development in their writing of the "Song of myself."

3. Tidy-up their pieces for ELA portfolio. Pieces to be included are:

a. "Song of myself,"

b. vocabulary word list;

c. journal reflections; and

d. portrait from "Mirror" exercise.

*Day Five - Lesson Title: Presenting Yourself.

Activity 1 (48 min.): Students will present their 2 minute "Song of myself" before the class (by volunteer basis) and each student will assess and reflect upon each presentation.

Closure (2 min.): Teacher will comment on presentations, give direction for putting their pieces into their ELA portfolio and have students turn in those pieces. Teacher will also tell students to keep in mind the artistic and dramatic aspects of the assignments they have completed as they will be touched upon again in the following week.

The third week of the lesson meets the following LA English Content Standards:

Standard One: ELA-1-H2, ELA-1-H3 and ELA-1-H4.

Standard Two: ELA-2-H2. ELA-2-H3, ELA-2-H4 and ELA-2-H6.

Standard Three: ELA-3-H1 and ELA-3-H2.

Standard Four: ELA-4-H1, ELA-4-H2, ELA-4-H3, ELA-4-H4 and ELA-4-H6.

Standard Five: ELA-5-H4.

Standard Six: ELA-6-H1 and ELA-6-H4.

Standard Seven: ELA-7-H3.

*Day One - Lesson Title: The Art of Self-Realization.

Objectives: Students will recognize new ways of representing one's self-identity and concepts of self-realization to an audience. Students will accomplish this through the realm of Art.

Assessment: Teacher will look at completion of the written assignment in their journals, the thoroughness of that written assignment (such as whether or not sufficient examples were used to back-up the students' observations) and take into account the student's involvement in class discussions.

Activity 1 (15 min.): Teacher will reintroduce the concept of self-identity and self-realization via a short discussion on ways in which one can present these concepts to an audience (for example: students have already seen short stories and poems related to the concepts). Teacher will introduce Art as a means to present and discuss the concept of self-identity and self-realization. Teacher will show a piece of Art (for example: "Emancipation of Earth and Sky" by Darren Vigil-Gray) to the class via the overhead projector. Teacher will ask the students to briefly discuss aspects of that piece of Art. Students will jot down ideas on what the subject of the piece of Art might say if he/she could talk. How is the artist or subject speaking through Art? Teacher will add to the discussion by pointing out any examples from the piece of Art that the students may have missed.

Activity 2 (10 min.): Teacher will then display a new piece of Art on the overhead projector (for example: "Woman With Plant" by Grant Wood). Teacher will have the students briefly work independently of one another to pinpoint aspects of this piece of Art that might represent the concept of self-identity and self-realization. Students will then be broken into 6 groups of 4 people each and assigned two of the elements of art (as seen in the "How to look at a piece of Art" handout) to consider. Teacher will ask the students to write these aspects down in their journals and remind the students that they will need to back-up their observations with specific examples from the piece of Art itself.

Activity 3 (15 min.): Each group will then have two minutes each in order to present their findings to the class. Teacher will remind the students to point out examples from the Art to back-up their observations.

Activity 4 (5 min.): Students will begin a self-portrait in class as a way of expressing their own self-identity and self-realization. Students may work in their groups to brainstorm on different techniques they may use in order to do their portrait.

Closure (5 min.): Teacher will take up journals to look at the written observations. Teacher will ask the students to finish their self-porttraits at home, then briefly discuss the next day's lesson asking the students to look for examples of monologues as they watch television that night.

*Day Two - Lesson Title: The Monologue as a Means of Self-Realization.

Objectives: Students will recognize new ways of representing one's self-identity and concepts of self-realization to an audience. Students will accomplish this through the reading of play monologues.

Assessment: Teacher will look at completion of the written assignment, the thoroughness and thoughtfulness of that written assignment (such as whether or not sufficient examples were used to back-up the students' observations), creativity (extra points for acting out the monologue) and take into account peer assessment via both the question/answer sessions and written comments made by each student.

Openers: Teacher will have the journals ready and waiting for the students on their desks. Teacher will collect the student self-portraits which will be displayed in the classroom.

Activity 1 (5 min.): Teacher will ask the students if the noticed the use of monologues in any of the television shows they watched the previous night. Students will give examples and teacher will comment. Teacher will then further discuss what a monologue is, its' purpose and what an author might be trying to convey through the use of the monologue. Teacher will ask the students if any of the examples of monologues they witnessed expressed self-realization.

Activity 2 (10 min.): Teacher will have the students get back into their groups of four, chose a monologue from a pre-selection of choices and explore how the monologue does (or does not) express a sense of self-realization. Teacher will remind the students to keep in mind the purpose of a monologue and, again, that they will need to back-up their answers with specific lines from the monologue. Students will write their observations down in their journal in order to present their findings verbally in front of the class.

Activity 3 (30 min.): Students will, group by group, read their monologue aloud (either acting it out or just reading it aloud as they so chose), then give a short presentation (10 minute maximum) in front of the class on what they have discovered in the monologue in regards to self-realization. Students will also participate in a question and answer session after each presentation, and each student will turn in a written assessment of each group's presentation.

Closure (5 min.): Teacher will remind those groups left that they will need to be ready to present tomorrow. Teacher will take up the journals to look at the written observations. Teacher will tell students to keep in mind what they are learning about monologues and what they expressed via their self-portraits as they will be writing their own monologues soon.

*Day Three - Lesson Title: Using Monologues to Express Our Own Self-Realization.

Objectives: Students will recognize new ways of representing one's self-identity and concepts of self-realization to an audience. Students will accomplish this through the reading of play monologues and through writing a monologue of their own.

Assessment: For Activity 1, teacher will look at completion of the written assignment, the thoroughness and thoughtfulness of that written assignment (such as whether or not sufficient examples were used to back-up the students' observations), creativity (extra points for acting out the monologue) and take into account peer assessment via both the question/answer sessions and written comments made by each student.

Openers: Teacher will have the journals ready and waiting for the students on their desks.

Activity 1 (30 min.): Students will, group by group, read their monologue aloud (either acting it out or just reading it aloud as they so chose), then give a short presentation (10 minute maximum) in front of the class on what they have discovered in the monologue in regards to self-realization. Students will also participate in a question and answer session after each presentation, and each student will turn in a written assessment of each group's presentation.

Activity 2 (20 min.): Using the examples they have read, their own life experiences, and referencing back to their self-portraits, students are to each write their own monologue representing some essence of their own self-identity and self-realization. Teacher will remind the students that this should, of course, occur through a character based on themselves but they should not just be themselves. Students may work in their groups of four in order to brainstorm, create semantic maps, etc. Teacher will suggest students have at least a rough draft by next class.

*Day Four - Lesson Title: Using Monologues to Express Our Own Self-Realization.

Objectives: Students will recognize new ways of representing one's self-identity and concepts of self-realization to an audience. Students will accomplish this through the writing of a monologue of their own.

Assessment: For Activity 1, Teacher will look at spelling, grammar and punctuation are important, of course, but the issue of whether the student grasps the concept of self-realization and has incorporated it (preferably his/her own self-realization) into the monologue is of the most importance. Group/peer interaction is also important.

Activity 1 (40 min.): Students will present a copy of the rough draft for the teacher and then work together in groups of four so that feedback and peer-editing of the monologues can occur.

Activity 2 (10 min.): Teacher will hand back rough drafts with notes on them. Teacher will discuss the prospect of performing the monologues before an audience. Students will need to determine who they want to perform for, how they want to connect the pieces (or if they want to connect the pieces) and when rehearsals should take place. Students should keep in mind that the audience should extend beyond their own class but does not have to be as large as the whole school, and students should remember that the idea of getting out the message and performing is a important part of the assignment.

*Day Five - Lesson Title: Rehearsals and Performance of Our Self-Realization Monologues.

Objectives: Students will recognize new ways of representing one's self-identity and concepts of self-realization to an audience. Students will accomplish this through the writing of a monologue of their own and preparing to perform before an audience.

Assessment: Teacher will look at how well the students do working together via the piecing together of the monologues, during rehearsals and, of course, via the performance(s). Teacher will look at the whole of the experience, the performance(s) and the final reflective piece to determine the final grades (looking at, of course, spelling, grammar and punctuation but, more so, at the issue of whether the student has not only grasped the concept of self-realization but also has incorporated it - preferably his/her own self-realization - into the monologue).

Activity 1 (10 min.): Students will complete decisions on who to perform for, when to perform and how they want to connect all the pieces together to make them a coherent piece (or to keep them totally separated and how that works as an overall message). Teacher should discuss how the group rehearsals, likely to sometimes take place after school as well as within the class itself, will take place.

Activity 2 (30 min.): Teacher will allow time for finishing final drafts and rehearsing, as other lessons will take up the class time in the future weeks. Students may tape themselves in order to go back and watch their performance later at home - in order to self-assess and fine-tune their performances.

Closure (10 min.): Teacher will assign a final reflective piece to be written by each student on the whole of this week's lesson(s). Teacher should let the students know that if their experiences were profoundly impacted by another student, that they can complete this part of the assignment together. Finally, the teacher should set up an outside rehearsal schedule (which can partially take place at the students' leisure) and schedule performance date(s) which will occur later.

Many of the strategies and methods from this lesson plan came from the book The Cooperative Classroom: Empowering Learning by Lynda A. Baloche. This book was published in 1998 by Prentice Hall.

* The purpose of Jigsaw is to promote cooperative learning among your students. New material is approached via team learning. Students become an "expert" on one part of a lesson and then teach it to the rest of their team (and/or the rest of the class).

* The basic rationale behind Jigsaw is that giving students an opportunity to share their knowledge/learning with others, get feed-back and to have peer teaching interactions is an essential tool for real life.

* Jigsaw can be used at any age, but is most appropriate for middle and secondary students. It can be used and/or adapted for use in any curriculum.

* The use of the Jigsaw strategy involves (a) teacher preparation (the unit of study/ the time you plan on taking with the lessons/breaking down the lesson into units) and (b) classroom use (how you plan on spending the time in class/scheduling concerns).

* Although the textbook gives specific ideas about how one should use the strategy, it truly can be used in many different ways and broken down according to you, the teacher, and how you want to set up the lesson.

* Cooperative learning isn't merely some term educators like to proclaim as the "it" thing. There's more to it than just "group" work. Cooperative learning happens or can happen anytime two or more people get together. The classroom is, in some ways, already an example of cooperative learning. You listen to one another, discuss and interact daily. This is the type of cooperative learning that I think is essential to any strategy using a "cooperative learning" model. It is also the type of cooperative learning that I think gets overlooked and neglected as a tool for helping students learn.

* The Jigsaw strategy can be used in any curriculum. Math classes can have one student teach a group how to do a math problem that student knows how to do very well. Science classes can have their students discuss a certain topic, then require them to find the answers on their own. Social Studies classes can have students pair off and do studies on famous people in history. English classes can have students share, critique and edit one another's writing. Cooperative learning and, specifically, the Jigsaw strategy can be incorporated in many different ways. It just takes a little imagination and some work.

This and many other Reading Strategies can be found in the book Reading Strategies And Practices: A Compendium by Robert J. Tierney, et. al. This book was published in 1995 by Allyn & Bacon.