Jigsaw Teaching Strategy

Jigsaw is a cooperative learning technique that promotes better learning, improves student motivation and enjoyment of the learning experience. The jigsaw technique was first developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since then, hundreds of schools have used the jigsaw classroom with great success. The jigsaw teaching strategy is very simple to use that requires students are separated into small group (no above 6) which call home group according the chosen materials can be broken into segments. Provide each group with a set of the material, one for each member with numbered segments. After the study period, the students who hold same numbered segments will come together to discuss the information to be an expert then go back home group as a teacher to teach their members. The last step is whole class question and discusses this topic together.

If you're a teacher, just follow these steps:

1.Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.

2.Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.

3.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.

4.Assign each student to learn one segment, making sure students have direct access only to their own segment.

5.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.

6.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.

7.Bring the students back into their jigsaw groups.

8.Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.

9.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.

10.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.


Reference

Aronson, E. (2011-2012). Jigsaw Classroom. Retrieved from:http://www.jigsaw.org.