1. Jigsaw Groups By Amanda Rudolph, Jaime Phillips, and Andrea Johnson

2. Definition A cooperative learning technique in which each participant is responsible for fully understanding one portion of a topic. Each participant must share their expert knowledge for the group to complete the “puzzle”.

3. Description Used in cooperative learning Each group member is imperative to success of the group All group member takes role of “teacher” Requires inter and intra dependence

4. Guidelines There are four steps in the jig-sawing classroom! Material is divided into different sections Students are placed in “home groups” and assigned to “expert” groups Students meet with “expert” groups and exchange information on topic Students return to “home” group and inform the rest of their group about their section of the topic.

5. Phases Sections of content (4-6 maximum) Students assigned to home groups (4 per group for 4 content areas) Each student in Home group takes one section of content and becomes an “expert” Experts return to home group and share the knowledge.

6. What it looks like: Assign students to Home Group (4 per group is good) Each student in Home group Takes a Content section and becomes an “expert” Experts come back to “Home Group” and shares knowledge with “Home Group”. Sections of content (4-6 is good)

7. Examples in Content Areas Science- lab groups, forming hypothesis’, research, presentations Math- figuring out challenging problems, order of operations English- parts of a story, paragraph, creating a poetry book Social Studies- timelines, sequence of events, inventions

8. Assessments There are 4 areas in which Jigsaw groups can be assessed.  knowledge of content: projects, quizzes  learning process: rubrics, checklists,  anecdotal observations of process used to gain and share knowledge  group skills: self and peer evaluation, rating scales, rubrics to gauge inter and intra personal skills

9. Tips and Mistakes to look out for! Maintain a manageable group size. Too many in the home group will create too much information to be shared at the Tell class what is expected. Do not stifle creativity but give enough guidance so that each person knows their role. Monitor groups for progress. Make sure all groups are working effectively and make sure each group member is participating without any negativity. Make evaluation part of the process. Include checklists and rubrics, have peer evaluations of process. Product and process are equally important to evaluate. Keep records to ensure that all group members are working and contributing. Learn to work with chaos in the beginning. Students will need to learn and get used to the process before the group work will run smoothly. Choose your content to be taught carefully. Not all topics will work for Jigsaw. Make sure they have steps or different parts that need to be assigned.

10. Resources http://www.jigsawhelper.net/ http://www.jigsawhelper.net/jigsawgroupin ghelper/background.htmlhttp://www.jigsawhelper.net/jigsawgroupin ghelper/background.html http://www.jigsaw.org/steps.htm http://www.education- world.com/a_curr/curr324.shtml http://wblrd.sk.ca~bestpractice/jigsaw/asse ssment.htmlhttp://wblrd.sk.ca~bestpractice/jigsaw/asse ssment.html