Jigsaw

Jigsaw- Nilce D. Johnson

Jigsaw is a cooperative learning strategy that allows each student of a “home” group to specialize in one topic of a lesson. Students meet with members from other groups who are assigned the same topic, and after learning the material, return to the “home” group and teach the material to their cooperative learning group members.
 * What is Jigsaw? **

Jigsaw learning allows students to be learn new material and also have a personal role in obtaining the information. The purpose of Jigsaw is to develop teamwork and cooperative learning skills in all students. It is also a way for students to learn a large amount of information in a small amount of time. Also, because students are to teach their information to their "home" group, Jigsaw learning will allow for the teacher to assess whether the information was understood and fully obtained. For the English language learner, the Jigsaw strategy is beneficial because it allows for:
 * What is its purpose? **
 * Students to become physically involved with the English language.
 * Differing ways to understand the information gathered.
 * The demonstration of comprehension through their writing, drawing and their speech.
 * A comfortable environment in which to interact with an intimate number of classmates rather that be the center of the class' attention.

The Jigsaw is to be used after the direct instruction has been taught. However, it is crucial that the teacher has checked for understanding of both the subject at hand, and the the Jigsaw strategy itself. Failure to do so will create confusion and chaos within the classroom!
 * When can I use it? **

1. Assign students to “home” group of 4 (generally their regular cooperative learning groups in order to continue fostering their teambuilding skills). Hand out numbered puzzle pieces to the students. 2. Assign study topics to “home” group members by giving them a worksheet sheet or by having the numbered topics on the board. 3. Have students move to the “expert” groups. 4. Students work with members of their “expert” group to read and research their topic. They each prepare a short presentation to teach their “home” group. For example, you may want students to prepare mini-posters while in their “expert” groups that contain important information, and diagrams that relate to the topic. 5. Students return to their “home” groups and take turns teaching their group members the material. The group members are to take notes, fill out a worksheet, or record the information in their subject journals. You may also want them to complete a group graphic organizer or chart with everyone's information.
 * How can I do it? **

To close the lesson, redirect the attention of the class and review of the content that you expect the students to master on the assessment.


 * According to Kagan's Structural Approach to Cooperative Learning by Dr. Spencer Kagan, Jigsaw is a tool for:**


 * Effective Instruction**
 * Guided Practice
 * Multiple Intelligences**
 * Interpersonal/Social
 * Kagan's Cooperative Domains**
 * Teambuilding
 * Thinking Skills
 * Communication Skills

**Teacher Resources**
 * Bennett B., Rolheiser, C., Stevahn, L. (1991) //Cooperative Learning: Where Heart Meets Mind//, Educational Connections, Ontario.
 * Aronson, E., N. Blaney, C. Stephin, J. Sikes & M. Snapp. //The Jigsaw Classroom//. (1978). Beverly Hills, CA: Sage Publishing Company.
 * [|The Jigsaw Classroom]
 * [|The 'Jigsaw' Approach Brings Lessons to Life]
 * [|Overview of the Technique]
 * [|The Jigsaw Technique]
 * [|History of the Jigsaw]
 * [|Jigsaw in 10 Easy Steps]
 * [|Tips on Implementation]
 * [|Introduction to Social Studies Lessons on Ancient Greece] - (Grade 5 - two lessons)
 * [|How Do Students Become Thoughtful] - A jigsaw activity about bullying
 * [|The Role of the Government in Inuit Education] - (Grade 11-12)
 * [|My Teacher, the New CEO - Theme - Ecology, Ecosystem] - (Grade 7)
 * [|Louis Riel and the Métis]

Saskatoon Public Schools. (2009). Instructional Strategies Online.  Clancy, M. Hruska, B. (2005) Developing Language Objectives for English Language Learners in Physical Education Lessons. Journal of Physical Education Recreation and Dance, 56(4), 30-35.  Kagan, Spencer. Kagan Smartcards. (1998). San Clemente: Kagan Publishing.