Jigsaw Method

Jigsaw is a cooperative learning technique that lets each student in a "home" group focus

on a particular facet of a subject (for instance, one group would study the habitats of creatures

found in rainforests, while another group might study the predators that prey on these species).

After learning the content, students return to their "home" group and instruct their other group

members in it. They do this by meeting with members of other groups who have been assigned

the same element. By using this method, every student in the "home" group becomes a

component of the topic's puzzle, and when they put all the pieces together, they become the

jigsaw puzzle's final piece.

One way to structure classroom activities so that students depend on one another for

success is the jigsaw strategy. Classes are divided into groups, and tasks are divided into smaller

parts that the group puts together to finish the (jigsaw) puzzle. The effect size of the Jigsaw

Method is 1.20. It is therefore among the most successful teaching techniques available.

In just one academic year, this efficient method can accelerate a student's growth by up to

three years. Pupils who use the jigsaw approach must read fresh material. They talk about it with

other people who have read the same material. They can broaden their learning as a result. After

that, the students transfer to other groups and instruct their peers in what they have read.

Participants in the group also impart new knowledge to them (Source: John Hattie, Keynote talk,

TCEA 2022 Convention and Exposition).

The jigsaw approach has many advantages for group work, including fostering social

skills like respect, cooperation, communication, and active learning. Because they have a defined

position and purpose in the group, it also increases students' motivation, engagement, and self-
confidence. Furthermore, because it fosters a culture of mutual reliance among students, the

jigsaw model helps lessen rivalry and conflict. Finally, by giving students access to a variety of

learning methods and sources, it enhances comprehension and retention.

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1. What did I learn?

A great number of instructors are trying to figure out how to make their students more

self-sufficient learners who can also work well in groups. Jigsaw can provide each of

those requirements if implemented properly without ever jeopardizing academic rigor.

There are different versions of the Jigsaw method. They are Jigsaw 1-4.

In Jigsaw II, all students read the entire curriculum, but they are required to focus on a

single subject for their expert groups. When exam day arrives, pupils' individual results

are averaged within each group to produce a group score that is subsequently contrasted

with the results of other groups. This motivates teams to put in more effort to guarantee

that every member learns.

A group review is incorporated into Jigsaw III before the final exam.

Jigsaw IV enhances Jigsaw III with the following new elements: The teacher begins by

providing an overview of the subject, expert groups are given quizzes, and a re-teaching

period is included to cover content that was not adequately covered in cooperative

groups.
 2. What question do I have?

I wonder how tedious this is and will it lose the attention of the students by the time you

get to Jigsaw IV? Is it stretching a little?

3. How could I use this strategy?

Math- Jigsaw could be adapted for a math lesson by the teacher assigning each student to

a paragraph or two. Then the students may summarize to the class what they had read.

Once they are done summarizing the unit, the teacher can assign each student to a math

problem from the unit.

References
Coffey, H. (n.d.). Jigsaw (Educator’s guides: North Carolina digital history). Retrieved from
http://www.learnnc.org/lp/editions/nchist-eg/4584#noteref5
YouTube. (2015, April 15). The jigsaw method. YouTube. https://www.youtube.com/watch?
v=euhtXUgBEts
https://youtu.be/_YG1dkbYSV8
https://blog.tcea.org/tag/john-hattie/