Topic: Rousseaus Natural Child Developed by: Courteney Smith, Laura Crandall & Amy Wood Grade level:

University level

Theme/Strand: History of Education

Universal Design for Learning Representation 1.1 Offer ways of customizing the display of information. Computers allow students to customize the display of information presented to them. Students are able to change the font size and colour of each PowerPoint slide to meet the needs of individual students. 1.2 Offer alternatives for auditory information. The collaborative nature of the jigsaw strategy offers alternatives for auditory information. Students can work together to discuss and highlight the key aspects of the lesson. 1.3 Offer alternatives for visual information. PowerPoint slides and handouts are provided at each station to offer alternatives for visual information 3.1 Activate or supply background knowledge. A KWL chart will be completed at the beginning of the lesson to assess background knowledge of Jean-Jacques Rousseau. The jigsaw strategy will also be applied to teach students about the past, present, and future influences of his work. 3.3 Guide information processing, visualization and manipulation The jigsaw expert groups will

Outcomes Grade 12: English Language Arts GCO: 1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

Required Materials, Tools and Technology PowerPoint slides for each expert jigsaw group (3) Smart board Laptop computers for each expect jigsaw group (3) Handout (class set) Flip Chart Paper for each home group Flip Chart Markers for each home group Discussion Questions for each table

2.

SCO: 1.1 Ask discriminating questions to acquire, interpret, analyse, and evaluate ideas and information. 1.2 Listen critically to analyse and evaluate concepts, ideas, and information. 2.1 Interact in both leadership and support roles in a range of situations, some of which are characterized by complexity of purpose, procedure, and subject matter. 2.2 Reflect critically on and evaluate their own and others uses of language in a range of contexts, recognizing elements of verbal and non-verbal messages that produce powerful communication. SWBAT (in student friendly terms): Students will investigate and develop an understanding of the life and works of Rousseau by critically thinking and responding to a wide range of texts.

Special Concerns The timing of the Jigsaw activity. We do not want to accidentally go over time during any of our stations. We will be timing each session to ensure that we keep on track with our timing.

Differentiation Visual: Power Points Interpersonal: Group and class discussion Linguistic: Note taking discussions Kinesthetic: Moving from one group to another Intrapersonal: Teaching peers as each individual sees fit within the home group and self-reflection on table questions.

Assessment (formative/summative, self/peer) What prior data is informing your instruction? Some students will be arriving with previous knowledge on Rousseau. For those students without a background we will be doing a KWL. What assessment strategies will measure the learning from the outcomes?

highlight the main aspects of the lesson and will maximize and guide information processing for each student. Action and Expression 4.1 Vary the methods for response and navigation. Multiple intelligence are engaged during the activity. Physical action is used to move between stations and keep the students active. 5.1 Use multiple media for communication. Opportunities for expression are provided during the discussion. Opinions and thoughts are encouraged during discussion in both the home groups and expert groups. Engagement 8.2 Vary demands and resources to optimize challenge. Students will be required to listen within in their expert group, as they will be expected to teach the material to their peers. The majority of the engagement will come from the peer-topeer teaching aspect of the jigsaw teaching strategy. 8.3 Foster collaboration and communication. Once students have each taken a turn divulging the material each table will find a question taped under their table that they would have to discuss then share with the entire class. This discussion will foster collaboration and motivate students to share with the goal of receiving positive feedback from their peers.

Firstly, we will use observational assessment and formative assessment. Students will be observed during the activity and discussion to see whether they are understanding the material. We will be looking for participation and engagement during the discussion to help assess understanding.

In-Class Support There will be three of us presenting our own individual information on the past, present, and future of Rousseau, however once this is completed we will be able to roam the room and provide any assistance need to our peers as they discuss Rousseau in their home groups. With the use of high-order questioning we hope to facilitate a better understanding of Rousseau for all students. Please see questions listed under the heading AFTER.

Timeline / Elaboration Before (APK) Focus Question KWL: What were Rousseaus beliefs on how a child should be educated? During 15m 5m

The class will be divided into three expert groups. Each expert group will either learn about Rousseaus past, present or future. Once each expert group is informed they will return to their home group and divulge the material they just learned. Each expert group will use a PowerPoint presentation to convey the information. Information on Rousseau will revolve on how he came to his theory on education, what his theory is on education and what transpired from his theory on education. Opportunity for individual/small group instruction Jigsaw Once students are informed in their expert group they will return to their home group and engage in peer-to-peer teaching. They will have time to share information and discuss what they have learned within their respective home groups. After 7m

Cross-curricular Connections The jigsaw and assessment component of our presentation incorporates many aspects of the English Language Arts curriculum. However, Rousseaus work has connections to history, philosophy, and psychology as well.

Reflection We found our research on Rousseau to be enjoyable and informative. We are pleased with our choice of activity, and hope that it will be a success in action. Using a Jigsaw activity is an effective means of presenting information with a twist to the traditional lecture style.

After the jigsaw is complete, each table will find a question taped under their table. Each tables question will be different. Each table will have time to discuss their question and share their ideas with the class. Once discussion is completed, the KWL chart will be completed so that we can assess whether or not the presentation was a success based on the class response on what they just learned.