Jigsaw

The jigsaw strategy is used to develop the skills and expertise needed to participate
effectively in group activities. It develops students’ listening, speaking, cooperation,
reflection, and problem-solving skills. Students are given the tools to become experts
on specific subjects and then teach this subject to their peers. Everyone has an
important role and contributes to overall learning.
How to use this strategy:
1. Prepare for this strategy by dividing reading material (textbooks, articles, books, etc.)
into 4-5 sections. Then divide your class into 4-5 groups. These groups will be referred
to as “home groups” for the jigsaw. Prepare question sheets for each section to direct
students to key concepts you want them to be able to teach to their other classmates.
2. During class, divide the students into their home groups. Explain the strategy to the
students and introduce the topic they will be studying. Inform students that they will be
responsible for teaching one segment or section to the group they are sitting with.
3.Next students will leave their home group to be with the other students assigned their
segment or section of reading, this is their “expert group.” Students will then begin to
read to themselves or take turns reading aloud. When students are finished reading, the
groups will discuss their segment, fill out their question sheet, and prepare to present to
their home groups.
4. Lastly, students will return to their home groups. Each student is responsible for
teaching their reading segment or section to their home group. All students are
responsible for learning all material. Determine how you’d like students to organize and
summarize all the information they’ve learned (question sheet, graphic organizers, etc.).
When to use:
● To build background knowledge
● Literature studies
● Chunking textbook concepts in all content areas
● Group research projects
● Article reviews
Variations:
Jigsaw II: this variation has all students read all of the material, but then specialize in
one area for their expert groups. Then, when quiz time comes, students’ individual
scores are averaged within each group to arrive at a group score, which is then
compared with other groups. This encourages groups to work harder to ensure that all
members learn.

Jigsaw III: this variation is the same as Jigsaw II but it also includes a group review
before the final quiz.

Jigsaw IV: this variation adds a few extra components to Jigsaw III. The teacher starts
by introducing the material, quizzes are given to the expert groups, and a re-teaching
period is built in to address material that wasn’t covered well in cooperative groups.
Inside/Outside Circle
This discussion technique gives students the opportunity to respond to questions and/or
discuss information with a variety of peers in a structured manner. Students form two
concentric circles and exchange information with a partner until the teacher signals the
outer circle to move in one direction, giving each student a new peer to talk to.
How to use this strategy:
1. Decide which half of the students will form the inside circle and which half will form
the outside circle.
2. Put a question or statement on the board. Give students at least ten seconds to think
of an answer on their own.
3. Ask students in the inside circle to share their response with the classmate facing
them in the outside circle. When they have done this, ask them to say "pass,” at which
point their partners in the outside circle will share their responses.
4. On your signal, have the outside circle move one step to the left or right and discuss
the same question with the new partner. Option: post a new question or give the new
partners a different discussion point.
When to use:
● Before introducing new material to begin a discussion or highlight key issues in
the presentation to come.
● During a lesson to process important concepts before applying them in group or
independent work.
● After a reading to discuss key concepts.
● Before an assessment to review information.
● As a way to practice solving problems with assistance from a partner
Variations:
Conga Line: in this variation students are standing in two rows. When it is time to
change partners students in each line dance left or right and students at the end of the
row dance to the opposite end of their row.

Circumlocution Circle: to learn new vocabulary, students are given a word that they
have to describe to their circle partners. Using the descriptions, the partner must guess
the word that is being described.

Secret Inside/Outside Circle: students in one of the circles can be given information that
students in the other circle are supposed to find out through questioning techniques.
Rally Coach
The rally coach strategy is a fun and engaging way for students to work together, but it
also helps ensure increased participation among all students. Like many of the other
cooperative learning approaches, this strategy is particularly valuable for students who
need a little extra assistance when learning a new concept in class.
How to use this strategy:
1. Have the class partner up. Determine who is partner A and who is partner B.
2. Present a problem for which there is only one correct answer.
3. Partner A works to solve the problem while Partner B coaches, helping partner A
solve the problem, checking their work, and providing praise.
4. If the answer is incorrect, Partner B coaches Partner A to the correct answer.
5. Present a new one-answer-only problem and repeat the process.
When to use:
● Review prior knowledge
● As a replacement for worksheet problems
● Learning new step-by-step processes
● Exit ticket
● End of unit review
Variations:
English class: this could be used with a set of grammar questions.

Science: you could use this exercise to have students help one another solve chemical
equations.

Social Studies: you could use this to have students fill out a question set about the
details of a historic event that took place.