Cultures of Thinking

  • Home
  • Teacher Toolbox
    • Thinking Routines
    • Comprehension Strategies
    • Metacognition Strategies
    • Discourse Strategies
    • Formative Assessments Strategies
  • Professional Resources
    • Common Core
    • Cultures of Thinking
    • Life-Long Learners
    • Reading & Vocabulary
    • Standards Based Grading
    • Writing
  • Our Journey
    • Hart Middle School
    • Reuther Middle School
    • Rochester High School
    • Van Hoosen Middle School
    • West Middle School
  • Creative Ideas
  • Conferences
    • Moving Learning Forward 2015 Conference
    • Moving Learning Forward 2014 Conference
  • Home
  • Teacher Toolbox
    • Thinking Routines
    • Comprehension Strategies
    • Metacognition Strategies
    • Discourse Strategies
    • Formative Assessments Strategies
  • Professional Resources
    • Common Core
    • Cultures of Thinking
    • Life-Long Learners
    • Reading & Vocabulary
    • Standards Based Grading
    • Writing
  • Our Journey
    • Hart Middle School
    • Reuther Middle School
    • Rochester High School
    • Van Hoosen Middle School
    • West Middle School
  • Creative Ideas
  • Conferences
    • Moving Learning Forward 2015 Conference
    • Moving Learning Forward 2014 Conference

Jigsaw

Description:
Jigsaw is an efficient way to learn material in a limited amount of time. It also encourages listening, engagement, and empathy by giving each group member an essential part to play in the activity. 

How to Use the Strategy:
  1. Divide students into 5-6 person Jigsaw groups. The groups should be diverse in terms of gender and ability.
  2. Divide the lesson (the reading) into 5-6 segments. For example, if you are doing a lesson on Eleanor Roosevelt, you might divide her biography into the following segments (1) childhood, (2) family life w/Franklin and kids, (3) Life after Franklin’s polio diagnosis, (4) First Lady, (5) Life after Franklin’s death. 
  3. Assign each student in the Jigsaw group to learn one segment of the lesson (the reading). Give them time to read their assigned segment.
  4. Now divide the class into Expert groups. Each member of the Jigsaw group will go to a different Expert group based on their assigned segment. For example, all of the students who read about Eleanor Roosevelt’s childhood will gather together, etc.
  5. Give time for the Expert groups to discuss the main points of their segment.
  6. Students then return to their Jigsaw groups.
  7. Each member of the Jigsaw group then presents his/her assigned segment to the group. Encourage students to ask questions for clarification.
  8. Teacher should provide some type of closure (ie: sum up discussions, present missed points, give a quiz, etc.)


Steps by Professor Elliot Aronson
From www.jigsaw.org/steps.htm




Resources
Download these resources to use in your classroom. 
The 'Jigsaw' Approach Brings Lessons to Life 
http://www.educationworld.com/a_curr/curr324.shtml
This website outlines the jigsaw technique in use, students' reactions to the teaching method, and tips for using the technique. 
Directions for printing Toolbox Cards
1.Download the toolbox card
2. Select the save button in the right hand corner
3. Open the saved document
4. Select File>Print
5. Change Page Scaling setting to Booklet Printing
6. Change Booklet Subset to Both sides
7. Press OK
Jigsaw toolbox card.pdf
File Size: 194 kb
File Type: pdf
Download File

Powered by Create your own unique website with customizable templates.