STWEL: Jigsaw Method
About the Strategy
The jigsaw method has an effect size of 1.20, which means that if it’s done right and often, students will grow three years in the space of one academic year.
The method also has other benefits, including:
Direct engagement by the students with the material to be learned instead of having material presented to them, which fosters depth of understanding
Practice in self-teaching, which is one of the most valuable skills we can help them learn
Practice in peer teaching, which requires them to understand the material at a deeper level than students typically do when simply asked to produce on an exam
Improvement in social-emotional learning, including increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007)
Speaking the language of the discipline and thus becoming more fluent in the use of discipline-based terminology
Contributing to the group
Encouraging cooperation and active learning and promoting the valuing of all students’ contributions (source)
Avoid the One-Step or Two Step Jigsaw
One-Step Jigsaw
This was my first introduction to the term “jigsaw.” This ineffective application of the label serves as a way to divide a long article into pieces. Each group member takes a piece, then summarizes it for the small group (or large group).
"Harm may be done as less effective readers share misinformation with the group and everyone’s understanding is compromised" (Source).
Two-Step Jigsaw
Studens divide up into home groups, then discuss chunks of content in expert groups. They return to discuss content in the home group but never return to their expert groups afterwards.
"In this type of activity, learners still don’t have the opportunity to discuss how their assigned part fits within the whole text; groups just report on the particular section they read. And the critical thinking that’s accomplished through analysis and synthesis doesn’t happen" (Source)..
Three-Step Jigsaw
The critical third step of the three-step jigsaw involves students returning to their expert groups. Once back in expert groups, they discuss how their part fits into the whole.
In the third phase of the jigsaw, students return to their expert groups and discuss how their passage fits into the whole text, based on their discussions with their home group. The point of this third phase is to have students engage in a part-to-whole conversation in which they arrive at a deeper understanding about the text and its implications.
Students think about their thinking (metacognition) and synthesize and analyze ideas contained within the complete text. This process requires that students listen carefully to their peers and analyze the ways in which each part contributes to the entire text. (Source).
Revisiting The Jigsaw Method
Want to learn more about The Jigsaw Method, and it's use in mathematics? Be sure to read Jigsaw Your Math Classroom.
In Your Home Group
Divide into groups of three people each. This is your Home Group.
Number off from 1 to 3 so that each person in the group has a number.
Each member of the Home Group will be responsible for learning and teaching one "chunk" of content to your peers, assigned by the number you have.
Take a look at your content chunk.
Go join your Expert Group, the people who have the same number as you, to begin the activity.
In Your Expert Group
Working alone in your Expert Group
Study your assigned resource for 8 minutes.
Jot down the big takeaways, the key points, and/or the must-knows. This jigsaw notes organizer will come in handy. Get the version you prefer: Google Docs version | Canva version or Google Slides based off Canva version). You can also make your own or use paper.
In Home Group for Reporting
Return to your Home Group. You now have just two minutes each to teach the others in your group what each Expert learned. Use the resources/notes you created as you share.
Individual Self-Assessment
The Jigsaw Method doesn't work unless we assess the learning. So now, individually, please draw your responses to the following questions:
What does Hattie’s research mean to you as an educator?
What are the take aways?
What is one strategy shared in resources that works?
