Developed by psychologist Elliot Aronson in 1971 to address racial conflict among school children, a jigsaw is a cooperative learning strategy in which each student role is essential. Students become experts on a topic or task in small groups and then are reshuffled to report in new small groups, or, simply, as a whole group, to continue problem solving work. Together their expertise creates a cohesive picture. A jigsaw activity coincides with at least two key aspects of adult learning theories. First, the student takes ownership of their own learning. The gains are not only in cooperation and collaboration, but also the “[j]igsaw method demonstrate[s] increased feelings of autonomy, competence, and intrinsic motivation” (Hänze & Berger, 2007). Secondly, students are actively learning by doing the task(s) through problem solving, reflection, collaboration, and building upon one another’s knowledge.
While there are a number of different ways in which you can implement a jigsaw activity, especially in a digital classroom, we wanted to present a basic version here. Like so many teaching strategies we offer, learning a basic version then leaves room from which to expand. It can also allow for you to adapt this to your teaching style, your students’ learning preferences, and your class culture. And, while you would likely benefit from planning out and walking through a jigsaw activity, especially the first time, do not let that inhibit you from trying it in the moment, if the opportunity arises. Either way, this activity can be a great way to shake things up and increase student engagement.
The simple version of a jigsaw activity in your digital classroom starts with a given piece of information. This could be an article, a chapter in your textbook, or a video that students watched prior to class. Find clearly divisible sections of that information, and create a breakout room for each section of the information. Each breakout room is then held accountable for that bit of information. This is a vital place to add some expectations for when the students come back to the whole group. Do you want them to summarize the information, compile at least 5 bullet points, solve a problem, answer a question? What is the deliverable after the breakout room session? When your students return from their individual sessions, they are then responsible for delivering their portion of the information, essentially teaching one another. You are then tasked with facilitation and filling in the gaps where needed. This can also be a great catalyst for a whole group discussion where students question, comment upon, or defend their presented information.
Example 1
Give each breakout room a case study to read over (this could also be done before class). The groups go into their breakout rooms to analyze their given case study, and every group is to answer three questions pertaining to their case. When the students return, each group is given five minutes to present their findings, and then ten minutes to field questions from the rest of the class. Note that these times can be adjusted to fit your needs.
Example 2
You find an article of something new and pertinent to the subject you are teaching. You want to ensure that this new information is woven into the class, thoroughly accessed and digested, and ultimately connected to students’ field placements, internships, or current jobs. You divide students into four breakout rooms, as there are four sections of the article. Each breakout room is given a corresponding section of the article to read, summarize, and present back to the class. After each group presents their summary, you ask for 2-3 students to tell how this might look relative to their position. If students wish to read the article in full, they have access to it and can do so later.
For more ways to engage, check out these articles on Entry Tickets and Exit Tickets!
Resources:
- Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29–41.
- “4 Things You Don’t Know About the Jigsaw Method” by Jennifer Gonzalez https://www.cultofpedagogy.com/jigsaw-teaching-strategy/
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