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A Jigsaw is typically used to review content, elicit background knowledge, or process newly taught information—this activity challenges students to go through their metacognitive process as they build knowledge. Appropriate for a topic, task, or process substantial enough to be broken down into smaller chunks for students to analyze.
STEPS:
Form Home Groups: Divide students into small groups, assigning each a section of text or concept.
Assign Expert Roles: Give each member a number corresponding to a specific text section or concept.
Create Expert Groups: Students join others with the same number to form expert groups.
Research: Experts read/review their assigned part of the larger topic, discuss, ask questions, and clarify confusion.
Review / Rehearse: In expert groups, students review/rehearse how they’ll teach their section/concept to their home groups (there should be a consensus here--all experts should take back the same information to home group).
Return to Home Groups: Students go back to their original groups to teach their specific section/concept to members of their home group.
Synthesize Learning: In home groups, students integrate all learned sections into a comprehensive understanding. A product should be created here
Class Discussion: Reassemble the class to share responses and thoughts.
Students individually show evidence of combined learning: students should individually show evidence of their combined learning with a notes page, graphic organizer, group poster, etc.
Debrief Session: Conclude with a debrief focusing on both the process and the content.
SCAFFOLDS:
Provide students with a writing frame to support them in summarizing their portion of the text.
Multilingual Learners may benefit from an annotated or leveled version of a text to better support their vocabulary acquisition.
Have 2 “experts” at each home group so that students can work together to gather and teach their expert information or decrease the number of expert groups.
EXTENSIONS:
Use the Jigsaw structure with various texts, current events, social issues, etc.
Tech Variation: Have students apply their expert group learning to create a digital product (digital product can vary: a drawing, a text box, a digital image with a caption, etc.). After creating individual pieces, students return to home groups. Combine individual expert learning pieces using PicCollage, Google Slides, or other tech platforms.
JIGSAW VARIATION II:
All Students Read Everything: Each student reads the entire material.
Specialization in Expert Groups: Students then specialize in one area of the material within their expert groups.
VIDEO:
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