Jigsaw

Strategy sheet #3
Introduction:
Jigsaw is a cooperative learning strategy
that has been used for over thirty years.
Professor Elliot Aronson and his graduate
students from the University of Texas
invented this technique in 1971 out of need
due to rising hostility among students in
Austin, Texas during desegregation. The
idea behind the jigsaw technique is this:
Just as in a jigsaw puzzle, each piece
each students part is essential for the
completion and full understanding of the
final product.
If each students part is
essential, then each student is essential
(Aronson, 2000). The jigsaw method can
also be used to cover a large amount of
material quickly, to introduce students to
different perspectives on a topic, to
introduce topics and create interest, and as
a research strategy.

http://www.broward.k12.fl.us/ci/strategies_and_such/st
rategies/jigsaw.html

Procedure according to Broward County Public Schools:

1. Students are divided up into groups. The number in each group depends on
the number of subtopics.
2. Each member of the group is assigned a section or portion of the material.
3. Each student meets with the members of the other groups who have the
same assigned section forming an expert group.
4. The expert group learns the material together and decides on how to teach
the material to the original groups.
5. Students later return to their original groups, whose members are each now
an expert in one of the different areas of the topics being studied, and teach their
area of expertise to the other group members.
6. A quiz is given in the end. At that time no team members may help each
other.
Recommendations:
Develop an expert sheet and a quiz for each unit of teaching. First, divide the
content into topics for the expert sheets.
The expert sheet should
communicate what students should do read, watch a video, do an activity
and an outline of the topic in the form of questions (AEA 7, n.d.).

Jill Parker
Jill_parker@ceo.cudenver.edu

October 2003

Encourage students to use a variety of teaching methods. They can

demonstrate an idea; read a report; use the computer; illustrate their ideas
with photographs, diagrams, charts, and drawings (AEA 7, n.d.).
Encourage team members to discuss the reports and ask questions; each
member of the team is responsible for learning about all of the subtopics
(AEA 7, n.d.).
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(Bafile, 2001).

Advantage/disadvantage:
Advantage
It is an efficient way to learn the
material.
Builds a depth of knowledge
Discloses a student's own
understanding and resolves
misunderstanding
Builds on conceptual understanding
Develops teamwork and
cooperative working skills
(Broward County, n.d.)

Disadvantage
Uneven time in expert groups
Students must be trained in this
method of learning.
Requires an equal number of
groups.
Classroom management can
become a problem.

Effectiveness:
I used the Jigsaw technique to introduce the vocabulary words and
concepts that will be used when the students design and build balloon cars. I
also used it for each student to be an expert on one particular part of the car.
Although my students are accustomed to working in groups, they still needed
help with this type structure. The worksheets that I had made for each group
helped immensely. I was able to redirect the students attention back to the
worksheet.
I do believe the students gained more information from the vocabulary and
concepts by this strategy than if they would have gotten it from direct teaching.
Having to learn a portion of it themselves and teach it to others is powerful. On
their quiz, all but three students received a 90% or higher. Granted they were
allowed to use their notes, the real test will come when they have their final
written evaluation.
I see the value in this teaching strategy. Each student has something to
contribute and they must do so. Every student receives attention from the group.
Not one student complained about their group. It does take preparation, practice
and patience, but it is worth it.
Bibliography:

Aronson, Elliott, (2000) The Jigsaw Classroom. Retrieved October 10, 2003,
from Jigsaw.org:
http://www.jigsaw.org/overview.htm
http://www.jigsaw.org/history.htm
Bafile, Cara, (2001). The Jigsaw Approach brings Lessons to Life. Retrieved
October 10, 2003 from Education-world.com:
http://www.education-world.com/a_curr/curr324.shtml
Area Education Agency 7, (n.d.). Jigsaw II. Retrieved October 10, 2003 from
http://edservices.aea7.k12.ia.us/framework/strategies/jigsaw.pdf
Broward County Public Schools, Jigsaw. Retrieved October 10, 2003 from:
http://www.broward.k12.fl.us/ci/strategies_and_such/strategies/jigsaw.html