Jigsaw. Molly Martin & Ian Davis EDUC314 September 29, 2011. Jigsaw Cooperative Learning. Created by Dr. Elliot Aronson in Austin, TX schools Used for over three decades Successful at Breaking down barriers between diverse groups
Molly Martin &Ian Davis
EDUC314September 29, 2011
Most teachers find jigsaw easy to learn and implement
Can be used with many subjects (e.g., sciences, math, social studies, languages, art, sports, industrial arts, etc.)
It can be used with other teaching strategies
Makes learning material easy for students
Method encourages listening, engagement and empathy
Dominant students – the group leaders call on students in a fair way and spread participation evenly. Groups run better if everyone presents their material before questions & comments. Group self-interest reduces dominance issues.
Students w/ poor study skills – must function well in home and expert groups, so the quality of all work is enhanced by participation in expert groups and need to present back to home groups.
Bright students becoming bored – boredom can be minimized by encouraging the bright students to take on “teacher” or “leader” roles in the groups, thus replacing boredom with a challenge. Learning may be more thorough for students in teacher roles.
Competitive students – usually not a problem if Jigsaw has been used from early grades. Doesn’t need to be a problem if Jigsaw is used often in later grades and students with competitive behaviors learn to appreciate its strengths.
Divide students into small “home” groups
Appoint one student from each group as the leader
Divide the day's lesson into segments
Assign each student to learn one segment
Give students time to read over their segment and become familiar with it
Form temporary "expert groups" to discuss the main points of their segment and rehearse the presentations
Bring the students back into their home groups
Each student presents their segment to the group, encouraging questions
Teacher observes group processes, may intervene
At the end of the session, evaluate learning through quiz, presentation, etc.
Split into x “home groups” of 4 students
Each student in each home group will read an article on a periodic group – 2-3 minutes
Each home group expert will join an expert team and list as many items as possible from the article to share with their home group – 7 minutes
Each home group will reconvene and each expert will share their enhanced knowledge with their home group while all periodic tables are completed – 2 minutes/person (8 minutes total)
Song courtesy Tom Lehrer (w/ apologies to Gilbert & Sullivan)
Jigsaw Classroom (n.d.). Retrieved September 27, 2011 from http://www.jigsaw.org/
Jigsaw Basics. (n.d.). Retrieved September 27, 2011 from http://www.jigsaw.org/pdf/basics.pdf
Periodic table handout. (n.d.). Retrieved September 27, 2011 from http://tablecover1.com/category/free-periodic-table-picture/
Fisher, D. , & Brozo, W.G. (2011). 50 Instructional routines to develop content literacy (2nd ed.). Boston, MA: Pearson Education, Inc.
Noble Gases. (n.d.). In Wikipedia. Retrieved September 20, 2011, from http://en.wikipedia.org/wiki/Noble_gas
Alkaline Metals. (n.d.). In Wikipedia. Retrieved September 15, 2011, from http://en.wikipedia.org/wiki/Alkali_metal
Alkaline Earth Metals. (n.d.). In Wikipedia. Retrieved September 15, 2011, from http://en.wikipedia.org/wiki/Alkaline_earth_metal
Halogens. (n.d.). In Wikipedia. Retrieved September 20, 2011, from http://en.wikipedia.org/wiki/halogens
All Wikipedia periodic group information heavily edited
The Periodic Table. (n.d.). Retrieved September 28, 2011 from http://www.ptable.com/