Chapter 15 page 373
Figure 15.7: Group Planning Form, Group Investigation. [This is filled out in handwriting.]
This form has been filled out by a group students as they have planned a Group Investigation focused on
how Native American tribes adapt their dwellings to their environment.
OUR RESEARCH TOPIC: How did Native American tribes adapt their dwellings to
their environment?
GROUP MEMBERS: Bob, Elliot, Jean, Shel, and Nancy
ROLES: Bob—coordinator; Jean and Nancy—resource persons;
Elliot—steering committee; Shel—recorder.
WHAT DO WE WANT Bob and Nancy—How did the nomadic Apaches design
TO FIND OUT? their shelters?
Elliot and Jean—In what way did the hogans suit the
Navajo way of life?
Shel—What kind of dwellings did the ancient Native
Americans live in?
WHAT ARE OUR RESOURCES? Under this heading the recorder will list the books to be read, the people to be
interviewed, and the sites (such as museums) to be visited. Perhaps all five
members of this group will visit the same site, but each one will prepare
different questions to ask. Students might also opt to build models or other
activities. (adapted from Y. Sharan & Sharan, 1992, p. 78)
Jigsaw. As discussed earlier in the chapter, jigsaw (Aronson, 1978) is a format for collaborative
learning that focuses on ensuring positive interdependence. Recall our example from earlier in the chapter
when students were creating a classroom aquarium. In another example, a high school English literature
class is investigating evidence bearing on whether William Shakespeare really wrote the plays that are
credited to him. The teacher divides the class of 24 students into four groups of 6 (Groups A, B, C, and D),
and each group reads about and discusses some evidence bearing on this issue. The evidence read by each
group is different. The groups discuss their evidence, making sure that each person understands it, and then
discuss how convincing the evidence is. When each group is finished, six new groups of four are formed.
Each group of four contains one member from Group A, one from Group B, one from Group C, and one
from Group D. Thus, each new group now is fully equipped to evaluate all of the evidence and to reach a
decision. Each member of the new group must be able to explain her or his evidence clearly so that the
whole group can reach a sound decision that takes account of all of the evidence (see Figure 15.8).