The Jigsaw Technique

Definition of the Jigsaw Technique
The Jigsaw technique is a cooperative learning technique in which students work in small groups. The jigsaw technique was first developed in the early 1970s be Elliot Aronson and his students at the University of Texas and the University of California. The jigsaw is involving a task which provides shared goal. A key requirement is that the goal cannot be reached individually. It means that the students have to work together to achieve it. Jigsaw is an efficient teaching technique that also encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play in the academic activity. Both individual and group accountability are built into the process. Each group member is assigned a different piece of information, and research or share ideas about the information. Eventually, students return to their original group to try to piece together a clear picture of the topic at hand.

How To Deliver a Speech

Speech is the vocalized form of human communication. It is based upon the  syntactic combination of lexicals and names that are drawn from very large (usually >10,000 different words) vocabularies. Each spoken word is created out of the phonetic combination of a limited set of vowel and consonant speech sound units. These vocabularies, the syntax which structures them, and their set of speech sound units, differ creating the existence of many thousands of different types of mutually unintelligible human languages. Human speakers are often able to communicate in two or more of them. The vocal abilities that enable humans to produce speech also provide humans with the ability to sing.

COMMUNITY LANGUAGE LEARNING METHOD

The Community Language Learning Method

In this method, the teacher as a manager that manage the students to make a short conversation to others. Teachers who use the Community Language Learning Method want their students to learn how to use the target language communicatively and learn about their own learning, to take increasing responsibility for it. Both of these are accomplished in a non defensive manner. Actually non defensive learning can result when teacher and learner treat each other as a whole person.