Techniques: Jigsaw Groups

Jigsaw grouping is a collaborative learning technique devised by Elliot Aronson in 1971. Originally intended to promote learning in multi-ethnic classrooms in the USA, it nevertheless has wider applicability.

The jigsaw techniques works by splitting a topic into sub-topics and dividing students into groups. To learn fully about the topic, each student learns about one sub-topic for themselves, and then "teaches" it to the other members of their group. In order to learn about the whole topic, therefore, each student has to peer-learn from their colleagues. Students are assessed individually on the whole topic.

To introduce technology into jigsaw grouping, you can have students conduct Web searches and/or create PowerPoint presentations or Web pages for their colleagues. However, we are unaware of any "virtual" (online) jigsaw group activities.

The principal steps are:

1. Divide the topic of study into 5-6 sub-topics, create any required resources and decide how the students will be individually assessed on the whole topic.
2. Divide the students into groups of 5-6 members (i.e. one member per sub-topic).
3. Assign one sub-topic to each student in the group. Each person must only work on their sub-topic.
4. To ensure consistency in the learning of each sub-topic, form an "expert group" for each sub-topic, consisting of all the students who have worked on that topic. They then pool their knowledge and understanding, so that their presentations to their individual jigsaw groups will cover the required points.
5. Students return to their jigsaw groups and present their sub-topics to their peers. The presentations should include questions and discussion.
6. Conduct the assessment.

The teacher's role is thus to act as a facilitator and resource-person, and to monitor the groups to ensure that students are collaborating effectively.

(Adapted from the  Jigsaw in 10 Easy Steps page of the Jigsaw Classroom Website.)

The key benefits claimed for jigsaw grouping are:

• Students must engage in peer-learning in order to acquire the required knowledge and understanding about the whole topic.
• Each student's contribution is equally important.
• It is an efficient method of learning.

Jigsaw groups are thus well suited for large classes in a constructivist learning environment, especially if you need to promote co-operation amongst students who may be unused to working with each other. For background information and further guidance, see the  Jigsaw Classroom Website.

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