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Cooperative Learning using the Jigsaw Method

Cooperative Learning using the Jigsaw Method. Southwestern College Maria Olivas molivas@swccd.edu. History of Jigsaw. The jigsaw teaching technique was invented and named in 1971 in Austin, Texas by a graduate professor named Elliot Aronson .

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Cooperative Learning using the Jigsaw Method

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  1. Cooperative Learning using the Jigsaw Method Southwestern College Maria Olivas molivas@swccd.edu

  2. History of Jigsaw • The jigsaw teaching technique was invented and named in 1971 in Austin, Texas by a graduate professor named Elliot Aronson. • Recent desegregation had forced a racial mix on the students of Austin, and many teachers were unable to cope with the turmoil and hostility of the situation (Aronson, 2007).

  3. What is the Jigsaw Method? The jigsaw strategy is a cooperative learning technique and efficient teaching method that also encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play in the academic activity.

  4. Pieces in a Puzzle Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

  5. Steps in Jigsaw Method 1. Students are divided into home groups of three to six students 2. Individual members of each group then break off to work with the "experts" from other groups 3. “Experts” research a subcategory of the material being studied. 4. “Experts” return to their home group in the role of instructor for their subcategory.

  6. Each individual from “home group” goes to an “expert group” Home Group Expert Group 1 Expert Group 3 Expert Group 2

  7. After “Experts” research their subtopic, they return to their “home group” to teach Home Group Expert Group 1 Expert Group 3 Expert Group 2

  8. Benefits • Efficient way to learn • Teacher is not the sole provider of knowledge • Students take ownership in the work and achievement • Students are held accountable among their peers • Learning revolves around interaction with peers • Students are active participants in the learning process • Builds interpersonal and interactive skills

  9. Overview of research findings When compared to students in the traditional classroom, students in jigsaw classrooms showed a • decrease in prejudice and stereotyping • an increase in liking of their group mates both in-group and out-group members • higher levels of self-esteem • performed better on standardized exams • greater liking of school • lower levels of absenteeism • showed true integration in areas other than the classroom (Aronson, 1990).

  10. Resources http://www.jigsaw.org/ http://www.youtube.com/watch?v=VkBOvBV8zZI http://en.wikipedia.org/wiki/Jigsaw_(teaching_technique)

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