The name "Jigsaw" captures the essence of this cooperative learning strategy. The material to be learned is divided, or "jig sawed," into pieces with each piece given to only one team member. The puzzle-learning about all the content cannot be solved until all the pieces are reassembled. Consequently, the responsibility of each team member is to master his or her piece of the content and then teach it to other team members. In other words, Jigsaw relies heavily on task and resource interdependence to motivate students to learn cooperatively. Furthermore, to assist team members in mastering their pieces of the content, they work with students from other teams who have been assigned the same material to learn. As most Jigsaw tasks require at least minimal reading proficiency, it is best implemented with students above the second or third grade. Resources Collaborative Learning Link to file Jigsaw Classroom http://jigsaw.org/
Purposes Specific Learning Outcomes LICT Descriptors How To Do
- Divide students into 4 - 6 person home groups and assign each group member one segment/subsection of a topic to learn and with which to become familiar. Students from different home groups form expert groups to discuss the main points of their segment/subsection making sure each expert group member understands the information and methods of teaching the material to their home group members. Students re-group in their home groups and each expert presents his/her segment/subsection of the topic to peers in the home group. Home group members are encouraged to ask questions for clarification. Individual home group members demonstrate their understanding of all segments/subsections of the topic. Jigsaw II involves groups of students provided with the same material but a different topic on which each student is to become an expert. Students with the same topic from each group are placed in expert groups.
Variations Assessment / Think Abouts References
- Kindergarten to Grade 8 English Language Arts: A Foundation for Implementation, "Strategies that make a Difference" page 22
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