AED5008: Evaluation
Jigsaw Learning
A Jigsaw Study
Cooperative learning and the Jigsaw Activity in particular, are important
methods of building inclusive and supportive learning relationships in
classrooms and communities. The Jigsaw Activity is also an effective
method of sharing and exploring new information that can be used by
both school students and adults in many forums.
Today we will use the activity to reflect on characteristics that make up
effective EFL programs through an evaluation lens. First an overview of
how the Jigsaw works. There are three stages:
1. Home Groups
Today in your home groups you will begin by developing a shared list of
questions about the following topics linked to characteristics of an
effective EFL program. You will need to consider the topics below
through an evaluation lens.
Topic One: Curriculum Design
Topic Two: Policy and Practice
Topic Three: Pedagogical Approaches
Topic Four: Adequate Facilities and Equipment.
2. Expert Groups
Each member of a home group will go to an Expert Group where they
will read and discuss a series of insights on the topics above – Members
of the expert group will be expected to take notes (particularly about
information related to their group’s questions) and report to their Home
Groups in Stage 3.
3. Home Groups
Home Group members will share information from the Expert Groups.
Here you will complete recommendations related to characteristics of an
effective EFL program.
Jigsaw Activity: ETS5002: Teacher as Practitioner and Researcher
For further information about the jigsaw technique see http://www.jigsaw.org
The jigsaw classroom was first used
in 1971 in Austin, Texas (Aronson). It was
developed as a way to reduce racial tension
in a newly desegregated school district. After
many fights and an environment of constant
hostility, a research was conducted. The
main contributing factor to this hostility was
determined to be the competitive
environment, between the newly mixed
races, in the classroom.
In an attempt to move away from the
more competitive classroom and to achieve
a more cooperative one, Professor Aronson
conducted the first use of the jigsaw strategy.
It was first introduced to fifth graders who
were to learn about the life of Eleanor
Roosevelt (Aronson). The children were
arranged in small group that, deliberately,
varied greatly in race ethnicity and gender.
Each student would then be responsible for
a specific part of Eleanor Roosevelt’s life.
This is important because in many social
groups, some students are viewed as
outcasts or “losers.” In one instance during
the inaugural use of the jigsaw, for example,
an observer heard students calling one little
boy names like “stupid” or even making fun
of his ability to speak English. Instead of
admonishing the group, the observer only
pointed out one fact, “Talking to Carlos like
that might be fun for you to do, but it is not
going to help you learn anything about what
Eleanor Roosevelt accomplished at the
United Nations---and the exam will be given
in about 15 minutes” (Aronson). In the
following weeks, Carlos’s group soon
realized that in order for them to perform
well, they in turn needed Carlos to perform
well on his assigned task and therefore took
a more encouraging approach (Aronson).
Results like the example mentioned
earlier are not rare. Many studies have
proven the opposite. Children involved in
jigsaw teaching like their classmates more
(Aronson). Both white and African American
students hated school less and the
absenteeism rate among these students
dramatically dropped (Aronson). Children
involved in jigsaw also out-performed their
counterparts who remained in a competitive
classroom environment (Aronson).
By Rick Ordway
http://www.planetpapers.com/Assets/5206.p
hp (14 Sept, 04)
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 AED5008: Evaluation

Home Group: What are your questions about each of the topics outlined below? Give one person in your group a
topic that he/she is responsible for investigating in an ‘expert group’.

Topic One: Curriculum Design

Topic Two: Policy and Practice

Topic Three: Pedagogical Approaches

Topic Four: Adequate Facilities and Equipment.

1

Expert Group: Each “expert group” will research the topic. Find information related to your topic and take notes
2 related to your home group questions.

Jigsaw Activity: ETS5002: Teacher as Practitioner and Researcher

For further information about the jigsaw technique see http://www.jigsaw.org
Page 2 of 4
 AED5008: Evaluation

Home Group: Home Group Members report on the information from their Expert Groups. Here you will develop a
shared understanding of characteristics of effective EFL programs.

Jigsaw Activity: ETS5002: Teacher as Practitioner and Researcher

For further information about the jigsaw technique see http://www.jigsaw.org
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 AED5008: Evaluation
Notes Page:

Jigsaw Activity: ETS5002: Teacher as Practitioner and Researcher

For further information about the jigsaw technique see http://www.jigsaw.org
Page 4 of 4