Jigsaw 1

This activity is called a jigsaw after the popular jigsaw puzzle, in which different pieces with a variety of shapes and colors are fitted together to make a complete picture. A jigsaw activity is a cooperative activity that involves authentic communication in groups for gathering and sharing information. In the first group, students find the answers to particular questions. Students then move to a new group where they teach the information or answers they already prepared and learn new information from other members. This is an excellent activity to use when introducing new content, but it has many other uses as well.

Preparation

The teacher must prepare two sets of materials (Sets #1 and #2). The first set is composed of two or more handouts, each with different content for each group. The second set is a chart, a set of questions, or a handout where students can take notes and compile the information from all of the groups into one place. 1. Set #1 can simply be different paragraphs in a reading. All students have the reading, but the teacher assigns a particular paragraph to each group. The group’s task is to remember the content from their paragraph to compile with information from the other groups later.

In this simple version, the teacher doesn’t have to prepare anything special. In activities that require more preparation, the teacher can photocopy texts from different sources or prepare information sheets. Students can also bring in information that they have researched to create readings for Set #1. 2. Set #1 may also include prompts or questions for the students to answer as they discuss their texts. These questions may be in the textbook, or the teacher or students may create them. 3. Set #2 can include a chart or a compilation of the separate group questions. It is possible to create no materials and just ask the students to discuss the different information that each brings to the group with basic guiding instructions (e.g., “Find the main idea and most important details” or “Answer the six wh- questions”).

When to Use It

• To introduce new content • To break up a complex task • To encourage all students to participate in class discussions • To minimize teacher talk time • To promote critical thinking • To introduce longer texts

Level

Skills

Content and information processing; critical thinking

Practice

Materials

Multiple handouts

Preparation Time

30 minutes

Activity Time

40–60 minutes: 20+ minutes for Set #1; 10+ minutes for Set #2

Suggested Text

Reading with 3+ paragraphs

Procedure

1. Determine before class how groups will be assigned:

For example, if there are 15 students in the class, they could be divided into three groups of five students each to read and discuss the materials in Set #1. (e.g., Set #1 materials could be three different paragraphs from a three-paragraph text.)

Set #1 reading: (three groups of five students)

e.g., P1 P2

P3 2. After students are finished reading and discussing, take one student from each group to form new groups. In this example, there would be five groups of three students. Each new group would now have the complete three-paragraph text.

e.g., P1, P2, P3 P1, P2, P3 P1, P2, P3 P1, P2, P3 P1, P2, P3

3. All students in these new groups get the same Set #2 handout to help them compile the different information.