Part 1: Expert groups

This is the group of all the people who have done the same reading. Your goal during Part 1 is to highlight the key points of the reading, go over any outstanding questions about these points, and decide what you will present when you are in the “jigsaw” group, in which you will be the only one who has read that particular reading and will have three minutes to present on it to your colleagues.

Some things to consider as you prepare to be an expert:

• You will not be able to include every detail. It’s okay to make choices about what is most important.
• It’s usually both important and effective to clearly convey the argument of the piece. All authors have arguments, even if they are largely implicit.
• Don’t worry about having a “hot take” on the reading. At this stage, your goal is to provide an accurate representation of it.
• I will be spending time with each group for questions and feedback.

Part 2: Teaching groups

In these groups, there will be one expert per reading (unless numbers require us to have 2). The goal of this group is for everyone to have a basic understanding of all the readings (argument and most important points) that they can draw on for full class discussion.

Some things to consider for the jigsaw phase:

• Have a timekeeper.
• Ask questions after everyone has done their presentation.

Part 3: Full class

In this phase, you’ll be asked to explicitly make connections between the readings, critically reflect on the contributions and limitations of each one, and build connections to broader themes of the course.

Part 4 (end of class/out of class): Argument/key point summary, one per reading

In no more than 300 words, convey the significance of the reading to which you were assigned. This should be in grammatically complete sentences for the most part, and direct quotation can be no more than 10% (i.e. 30 words). Due via blog post by 5pm Monday, categorized as “reading.” Must include a description of how labor was divided.