Strategies: J

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• Jigsaw - Learners first master a segment of material in an 'expert group,' then regroup into mixed teams where each member teaches their segment to peers, making every learner both teacher and learner.
• Jigsaw Classroom - A cooperative learning structure in which each member of a small group masters a unique piece of material and teaches it to teammates, making every learner both teacher and learner.
• Jigsaw Cooperative Learning - An interdependent group structure in which each member masters a unique piece of material and teaches it to peers, making every learner both student and teacher.
• Jigsaw Method - A cooperative learning structure in which each member of a small group masters a unique piece of content and teaches it to teammates, making every learner both expert and dependent on peers.
• Jigsaw Reading - Learners each read a distinct segment of a text, then teach it to peers in expert groups before returning to home groups to assemble the full picture.
• Join national innovation networks and build internal leadership academies to advance responsible district AI adoption - The report describes how Orcutt Union School District joined Digital Promise's League of Innovative Schools and created an internal AI Leadership Academy of classroom teachers and Teachers on Special
• Jointly investigate fairness in machine learning with core ML researchers when deploying adaptive collaborative learning support - The editorial proposes that CSCL researchers should partner with core machine learning researchers to study fairness in trained models used for adaptive collaborative learning support.
• Journal Reflections - Students think back on their experiences and outcomes to gain a greater understanding of themselves.
• Journal Reflections for Self-Awareness - Students regularly write about their experiences, outcomes, and goals in a journal to build self-awareness, metacognition, and self-regulation.
• Journaling - Learners regularly write reflective or exploratory entries about their learning, thinking, or progress to consolidate understanding and support metacognition.
• Journaling for Metacognitive Awareness - Journaling involves writing or recording thoughts and feelings to develop metacognitive awareness and build self-regulation skills.
• Journaling for Self-Reflection - Structured journaling practices that prompt learners to reflect on their learning, monitor their own progress, and receive targeted instructor feedback.
• Journals and Learning Logs - Learners regularly write reflective entries about their learning experiences, reasoning, and progress to consolidate understanding and develop self-regulation.
• Just In Time Learning - Delivering instruction at the moment learners need it to complete a task, rather than in advance of it.
• Just In Time Teaching - A strategy where learners complete pre-class web assignments whose responses the instructor reviews just before class, using them to tailor in-class activities to actual student difficulties.
• Justify GenAI integration through a when-how-why framework: proven contexts, specific implementation methods, and pedagogical reasoning - The article proposes that responsible actors develop an argument for "when, how, and why" GenAI can be used for educational purposes.