Cycle of Enactment and InvestigationIndividual Analysis of the Enactment
Name: Huang Yuhui (Chris)
1- What you did in your part :
What you did in your part
(short description)
Practice of High Quality
Teaching:
(Pick one of the 4 practices
described in the assignment
description)
Video time stamp:
Detailed description of what
happened in that moment,
including pictures of the
board:
During my part, I showed the student a video about Jigsaw Project used in English vocabulary class. I asked the
students to think about three questions during watching it:
1. Is this project effective or not in teaching vocabulary;
2.How does the activity maintain student participation;
3. How to differentiate the project.
After the video, I instructed the students to discuss about the first question: whether it is effective or not and
related solutions.
Eliciting and responding to student thinking:
I used clear instructions and asked follow-up questions to encourage them to think further.
In the second video (01:1904:00)
1. I use clear instruction language to elicit their thinking: When I first asked, So can anybody in your group,
uh, try to think about how to improve this shortcoming? No one tried to answer.
2. So, I explained to make my question and instruction clearer by saying How to, uh, try to, improve this
situation if you are the teacher? Who is going to use the jigsaw project for your student? Because every
class will have students with different language levels, do you want to use it for the, uh, maximize, uh, to
maximize effect to figure out how to overcome the problem? Anybody can share the idea how to
improve it?
3. Then one student said, Maybe provide them, providing those children or to all the class basically like
other clues. This is the result of their thinking.
4. Then by asking follow-up question uh, what do you mean by other clues? I responded to her first thinking
and push her to think further and explain herself.
5. She said because like in the video, we can say the teacher gave them four clues about the word, but
maybe trying like if the teacher thinks that its not working. She tried to add more information to it so
that they can find the word. This is her response to my responding.

Content goals that you were
targeting in that moment:
Explanation of how the
practice was enacted in a way
that targeted the instructional
goals:
(Because the handwriting in the video is not clear enough, I reproduce on this paper what I wrote for the
students. The content and the color of the words are the same as in the enactment.)
In order to direct the students to our second instructional goal(help the students identify how Jigsaw project
maintains student participation), I was trying to inspire them to find out solutions to overcome the shortcomings of
the Jigsaw Project.
Eliciting and responding to student thinking:
1. By saying improve this shortcoming, I gave the students clear hint that we were going to think about
solutions to the projects weaknesses;
2. When I found that they had no ideas, I tried to explain it and help them think in detail. I said Because every
class will have students with different language levels, do you want to use it for the, uh, maximize, uh, to
maximize effect to figure out how to overcome the problem? And I encourage them to speak out their
ideas by saying Anybody can share the idea how to improve it?
3. After the student mentioned other clues I asked her what do you mean by other clues because I wanted
to elicit her thinking about specific solutions. It is also a kind of responding to her idea(admitting that other
clues is a way but asking for more information)
Cycle of Enactment & Investigation Fall 2017
2- What you will do differently in the future:
Practice of High Quality
Teaching:
Video time stamp:
Detailed description of what
happened in that moment
Rationale for why you would
want to change what
happened in that moment:
(be sure your rationale is
closely connected to the
practice you identified)
Example of what you would
do differently:
Rationale for why you would
want to make that particular
change:
(keep in mind your content
goals)
3- Reflection of the lesson plan:
Identification of an important
part of the lesson to keep and
justification
Video time stamp:
Eliciting and responding to student thinking:
In the second video (03:3803:50)
The student said to use image as cluesyou could eventually get rid of the image clues. As it works well. as
a solution to overcome Jigsaw projects shortcomings. I said I like that idea. Then the student ended the answer
and theres no further comments. I should have provided more specific feedback instead of just saying good or
not.
I want to elicit and respond to student thinking. After I said I like that idea or it is a good idea, the student
will not think further. I should be specific and tell them why I think it is a good idea.
After the student provide that good idea, I would say: Yes, it is useful to help students with lower language
levels to get clues about the word and Thanks for sharing. This solution can help differentiate the task.
Or I can ask other student Do you agree with her? Why do you think it is a good or bad idea?
1. By saying Yes, it is useful to help students with lower language levels to get clues about the word or
Thanks for sharing. This solution can help differentiate the task. I respond to the student think in a very
detailed way and can help them make sure why they provide a good answer.
2. Through asking questions like Do you agree with her? Why do you think it is a good or bad idea?, I
can elicit other students thinking and push them to reflect on the former question.
I will keep the question Whether Jigsaw project is effective. Why or why not ;
I will keep representing their ideas in different colors on the board.
Because one of our instruction goal is help the students identify how Jigsaw Project maintains student
participation, the have to have a clear idea about what are the advantages and problems in this project. By using
different colors to represent their ideas, it is more logical and clear.
In the second video (03:3803:50)
Cycle of Enactment & Investigation Fall 2017
 Chris: How to, uh, try to, improve this situation if you are the teacher? Who is going to use the jigsaw
project for your student? Because every class will have students with different language levels, do you want
to use it for the, uh, miximize, uh, to maximize effect to figure out how to overcome the problem? Anybody
can share the idea how to improve it?
Student A: Maybe provide them, providing those children or to all the class basically like other clues.
Chris: uh, what do you mean by other clues?
Student A: because like in the video, we can say the teacher gave them four clues about the word, but maybe
trying like if the teacher thinks that its not working. She tried to add more information to it so that they can find
the word.
Chris: Teacher can provide them more information to help them figure out the answer, right?
Student A: yea.
Student B: ah, Im gonna say, ah, you start with something very easy, then you go up. So that at first we are gonna
see how [unclear] they find the word, and then, you think that oh, Im going to put something more difficult. You
Example from the video
are not going to able to find it, but I want you to try.
Chris: yea. Try to encourage them to start from the easy one and then make it harder so that you can get
the sense of it. Thank you.
Student C: Maybe after giving like, out, saying or was like uh, younger children if you use the strategy, to use
image as clues. Like for final words, maybe that will help them. Just a bunch of words, like you give them letter,
but also give them image of that word.
Chris: Yes, I think thats a good idea, but what can we do if it is an abstract word?
Student C: Yea, exactly, but Im just saying if you start with easy words, like I was saying if you dont use in the
beginning always the younger students.
Chris: So, its like to make it easy by using images, by using
Student C: Um, you could eventually get rid of the image clues. As it works well.
Chris: I like that idea.

Identification of a part of the After the students said what are the advantages of Jigsaw project, I should ask them what are the differences
lesson you want to change and between the traditional way of learning vocabulary and Jigsaw project because our first instructional goal is to help
justification students dentify the benefits of using Jigsaw Project for teaching vocabulary to ELL.

Video time stamp: In the second video (00:0000:05)

I said nothing after the advantage part and jumped directly to the shortcomings. I should have asked them what
are the differences between the traditional way of learning vocabulary and Jigsaw project. By comparison, they can
have a clear picture of the benefits of using Jigsaw Project for teaching vocabulary to ELL;
Example from the video
Also, I should ask this follow-up question in order to connect my part with the 1st part led by Yuri: Yuri discussed
with them How they learned vocabulary and Do they think the ways are effective or not. I need to connect
their personal experience with the Jigsaw project by comparison.
Cycle of Enactment & Investigation Fall 2017
Cycle of Enactment & Investigation Fall 2017