Jigsaw
Definition
Jigsaw is a teaching technique invented by social psychologist Elliot Aronson in 1971. Students of an average sized class (26 to 33 students) are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the "experts" from other groups, researching a part of the material being studied, after which they return to their starting group in the role of instructor for their subcategory.
The jigsaw strategy is a cooperative learning technique appropriate for students from 3rd to 12th grade. It is also used extensively in adult English Second Language (or ESL) classes. The strategy is an efficient teaching method 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. In ESL classrooms jigsaws are a four-skills approach integrating reading, speaking, listening and writing
How do I use Jigsaw in my classroom?
The jigsaw classrom is very simple to use. Just follow these steps:
- Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
- Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.
- Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's death.
- Assign each student to learn one segment, making sure students have direct access only to their own segment.
- Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
- Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
- Bring the students back into their jigsaw groups.
- Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
- Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
- At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
Tips for Using the Jigsaw Technique
Teacher Ellen Berg offers three tips to educators who are new to the jigsaw method.
* Prepare, prepare, prepare.
"When you decide to use a jigsaw activity, you need to know what you want the kids to get out of it and then structure the activity so you will get the outcome you want. You want the kids to "discover" a concept on their own, through connections they make themselves. That takes a lot more work than simply asking leading questions with predetermined answers or lecturing to them. The questions need to be open-ended. Usually, students will discover those things you want them to as well as other things you had not even thought of yourself. For me, that is the most exciting part because I am learning to see the topic of study in a new way and learning along with the kids."
* Think through the management of the activity.
"How will groups be put together? How will you be sure that each jigsaw group will have one of each of the home groups? Who is doing what during the activity? How will the class move when it is time to switch groups? Thinking through the organization and being sure there is something for each member of the group to do is essential."
* Do not give up after the first time you try jigsaw.
"Jigsaw is an intricate technique that takes some practice from you and your students before it seems to gel. Since many students, unfortunately, are not used to tasks where they are responsible for their own learning and making their own connections, they may react negatively or become frustrated the first time or two you use this. You must circulate, listen to the groups, and give them a lot of support at first. You aren't giving them the answers, but you are asking them questions that help direct their thinking. After you use jigsaw a few times, you will see your students need you less and less. Stick with it!"
Why should I use Jigsaw?
- Efficient way to learn
- Students take ownership in the work and achievement
- Students are held accountable among their peers
- Learning revolves around interaction with peers
- Students are active participants in the learning process
- Builds interpersonal and interactive skills
- Most teachers find jigsaw easy to learn
- Most teachers enjoy working with it
- It can be used with other teaching strategies
- It works even if only used for an hour per day
Assessment & Evaluation Considerations
- Assess students' degree of mastery of all the material.
- Reward the groups whose members all reach the preset criterion of excellence or give bonus points on their individual scores if this criteria is met.
- Students will need to evaluate themselves on how well their group did in the jigsaw (e.g., active listening, checking each other for understanding, and encouraging each other) and set goals for further interaction
References
http://www.educationworld.com/a_curr/curr324.shtml
http://en.wikipedia.org/wiki/Jigsaw_(teaching_technique)
http://www.jigsaw.org/
http://olc.spsd.sk.ca/de/pd/instr/strats/jigsaw/