Jigsaw:

The jigsaw is a teaching strategy that uses cooperative learning to cover relatively large reading assignments. The materials may be a series of articles, an article divided into sections, or a text which can be divided logically by subheadings, etc. Groups are formed according to the number of articles or sections; e. g., an article divided into 5 sections would require groups of 5. Each group becomes a home group. In the home group, each member is assigned an article/section of material. Then members of the various groups assigned the same article/section gather into expert groups. In the expert groups, participants read and discuss the assigned reading, arriving at key points. Each participant then returns to his/her home group. In the home group, each participant teaches the key points of his/her assigned reading to the home group. Thus, all participants are taught the key points without having to read all the material. The task of the expert groups may be varied by having them prepare questions based on the reading to administer to their home groups or in any other appropriate manner. Finally, a quiz, project, or other method of evaluation may be administered to the total group to determine that the desired learning did occur.

Implications for this workshop:

Jigsaw activities are used several times. Ideally, these would be completed in groups of the size dictated by the number of articles/sections. However, this will not always be possible. To accommodate the sizes of the various groups or the individual working alone, the following procedures will be used:

General Group Procedure for Jigsaws:

Determine the number of articles or sections of an article to be read. If the number in the group matches this number, each group member will read one article or section and teach the content to the other group members. If the group number is more (but not enough for two groups) or less than the number of articles or sections of an article, then divide the articles or sections among the members of the group. Group members may also collaborate on completing the follow-up activity for the jigsaw. However, each group member must submit the assignment individually. REMEMBER: All articles or sections of an article must be read and taught to the group by a group member.

General Individual Procedure for Jigsaws:

An individual must read all articles or sections of an article assigned and complete the follow-up assignment.

Section I Activity 2: Multicultural Jigsaw has five steps. Follow the numbered directions below to complete the activity.

Step 1:

Group Directions for Section I Activity 2: Assign the article(s) listed below to group members. Each member reads the assigned article(s) and teaches the information to the other group members.

Single Participant Directions for Section I Activity 2: Read all four of the articles listed below.

• Work and Workers in the Year 2000 (II HO2)
• The Rights of Limited English Proficient Students (II HO3)
• Building Bilingual Instruction: Putting the Pieces Together (II HO4)
• The Florida Consent Decree: A Summary (II HO5)

Step 2:

Group and Single Directions: Next, each participant should list key points for each of the four articles and submit to the facilitator. You may use the Key Points form.

Step 3:

After submitting key points for each of the four articles, each participant should review the Key Points of the Multicultural Jigsaw.

NOTE: You must submit your own key points before you can view this article.

Step 4:

Choose one discrepancy between your key points and the Multicultural Jigsaw: Key Points.

Step 5:

Write a brief paragraph describing the difference and your reflections/reasons for the difference. Submit the paragraph to the facilitator using this form.