Jigsaw
Jigsaw is an instructional technique requires all students to contribute to the group task, to make their own contribution, and to actively promote each other’s learning. One strength of the Jigsaw technique is that it “lessens the impact of disparities in ability among students by breaking the overall task into pieces and distributing a different piece to each small group of students” (Perkins & Saris, 2001, p. 111). Moreover, it gives students agency over their learning because, within the jigsaw groups, individual students each possess a unique piece of information necessary for the group to complete the task.
During a jigsaw lesson, students are first arranged into jigsaw groups of three to five members. Individual students within a jigsaw group then split off into “expert groups” where they are required to learn a unique segment of information. In the expert groups students research and discuss their specific topics in order to become experts on that topic. Then, the original jigsaw groups reconvene and students take turns in acting as a teacher or tutor to the rest of group on his or her specialty topic.
During a jigsaw lesson, students are first arranged into jigsaw groups of three to five members. Individual students within a jigsaw group then split off into “expert groups” where they are required to learn a unique segment of information. In the expert groups students research and discuss their specific topics in order to become experts on that topic. Then, the original jigsaw groups reconvene and students take turns in acting as a teacher or tutor to the rest of group on his or her specialty topic.
Advantages
Research reveals that using the jigsaw technique as an instructional strategy has numerous advantages. Comparing a jigsaw group with those who received only the traditional lecture form of instruction, Martin Hanze and Roland Berger (2007) reveal that the students in the jigsaw classroom “reported more cognitive activation and involvement, they felt stronger intrinsic motivation, and they developed greater interest in the topic” (p. 38). David V. Perkins and Renee N. Saris (2001) state that students were overall very positive of the jigsaw classroom, and similarly, Iain Walker and Mary Crogan (1998) also note increased motivation and student interest.
Interestingly, comparing the structured jigsaw to an unstructured collaborative group, Walker and Crogan (1998) discovered that students in the collaborative learning group were not as motivated and the teacher reported that these students saw the group activities as an opportunity to misbehave. On the other hand, the jigsaw method produced positive changes in attitudes toward their peers.
The scholarship indicates that the jigsaw strategy can improve student performance. It, however, is important to mention that overall results are inconclusive. For example, Iain Walker and Mary Crogan (1998) explain that their results indicate that students in the Jigsaw group improved their academic performance, but “this result must be treated circumspectly, however, since performance data could not be obtained for students in the other groups”(p. 390). Hanze and Berger (2007) discuss increased student performance detail, explaining that jigsaw participants showed higher achievement test scores in the areas that had been assigned to them as experts, but traditionally taught students performed better on areas of the material that jigsaw participants had been taught by fellow group members.
Moreover, students who had low academic self-concept felt clearly more competent during the jigsaw classroom in comparison to the traditional teaching setting (Hanze & Berger, 2007). Hanze and Berger (2007) believe this outcome to be related to the nature of the jigsaw classroom, requiring each student to play the role of an expert, and thus providing them opportunity to see themselves as a “competent member of the class” (p. 38). This may then lead to greater motivation and eventually better academic performance. Therefore, while some research does not directly connect the jigsaw classroom to improving academic performance, the strategy still demonstrates potential to help students in the long run. Perkins and Saris (2001) confirm this connection by stating that students’ “general benefits (increased understanding, improved morale, class time saved) were associated with improved learning overall” (p.112).
Interestingly, comparing the structured jigsaw to an unstructured collaborative group, Walker and Crogan (1998) discovered that students in the collaborative learning group were not as motivated and the teacher reported that these students saw the group activities as an opportunity to misbehave. On the other hand, the jigsaw method produced positive changes in attitudes toward their peers.
The scholarship indicates that the jigsaw strategy can improve student performance. It, however, is important to mention that overall results are inconclusive. For example, Iain Walker and Mary Crogan (1998) explain that their results indicate that students in the Jigsaw group improved their academic performance, but “this result must be treated circumspectly, however, since performance data could not be obtained for students in the other groups”(p. 390). Hanze and Berger (2007) discuss increased student performance detail, explaining that jigsaw participants showed higher achievement test scores in the areas that had been assigned to them as experts, but traditionally taught students performed better on areas of the material that jigsaw participants had been taught by fellow group members.
Moreover, students who had low academic self-concept felt clearly more competent during the jigsaw classroom in comparison to the traditional teaching setting (Hanze & Berger, 2007). Hanze and Berger (2007) believe this outcome to be related to the nature of the jigsaw classroom, requiring each student to play the role of an expert, and thus providing them opportunity to see themselves as a “competent member of the class” (p. 38). This may then lead to greater motivation and eventually better academic performance. Therefore, while some research does not directly connect the jigsaw classroom to improving academic performance, the strategy still demonstrates potential to help students in the long run. Perkins and Saris (2001) confirm this connection by stating that students’ “general benefits (increased understanding, improved morale, class time saved) were associated with improved learning overall” (p.112).
Challenges
The target classroom consists of certain demographics that can prove challenging for teachers to address when trying to cover content and teach historical skills. For example, there are five students have learning disabilities that prove challenging for them to gain information from the text, remember facts, and organize information. There is also one student who is a recent immigrant from the Middle East and for whom English is a second language; this means that she is slow to process auditory information. There are also ten students who tend to not be terribly motivated and two students who are withdrawn and participate little in class.
Application
Perhaps one of the best ways the history classroom can utilize the jigsaw technique is for document analysis. Because the nature of the jigsaw activity requires different groups of information segments about which individual students are to become experts, it is imperative for the teacher to be mindful about the various learning challenges individual students have. The teacher(s) should strive to place students with information segments well-matched to their learning level. The teacher(s) could set up various expert groups to appeal to students of different abilities, such as having the information segments be set at various reading levels and with different (but appropriate) levels of scaffolding.
For example, the teacher can select both textual and non-textual primary source documents and set up the expert groups so that one or more expert group is to focus primarily on analyzing images rather than text. The teacher can form the expert group(s) among the individuals who struggle to gather and organize textual information— such as the students with a learning disability and English language learner— allowing them the chance to practice authentically the historians craft without becoming bogged down in “language.”The jigsaw technique also makes it possible for the various expert groups to be working on a text that is at a different reading level than the others, so students can be appropriately challenged whether they have a learning challenge or not.
The findings of Walker and Crogan (1998) demonstrate that the jigsaw can be suitable to the learning needs of English as a Second Language students. Moreover, the findings of Hanze and Berger (2007) suggest that the jigsaw activity can most help those who tend to have low academic self-concept, such as those who struggle with learning disabilities, learn to “see himself or herself as a competent member of the class” (p. 38). The nature of the jigsaw classroom engenders an environment of collaboration within the expert groups, with each individual helping themselves and others to become experts; properly pairing students can make it possible for individuals, who would struggle to complete the task on their own, to learn and understand the material.
Walker and Crogan (1998) point out that the teacher(s) of a jigsaw classroom must still play a role during the jigsaw activity; they explain that at times teachers must step in to help maintain the flow of a lesson and to help students’ confidence. During the study, teachers “had to assist…with problems such as the pronunciation and explanation of new vocabulary (Walker & Crogan, 1998, p. 390). Therefore, in the history classroom, expert groups can work together to help solve issues but the teacher should also oversee what is happening and provide individual attention when needed. In effect, the jigsaw allows struggling students multiple teachers and helpers: their teacher and their peers.
In the jigsaw, moreover, it is not possible to sit back and let others do the work: each student must participate. Scholarship, such as Walker and Crogan (1998) and Hanze and Berger (2007), has shown that the jigsaw technique does increase motivation of students and increases engagement. For example, Walker and Crogan (1998) observe that “students were keen to participate and to take their turn as teacher” (p. 390). In having a clear role and task interdependence (each member must contribute in order to complete the task successfully) can likely engage the ten students who tend to not be very motivated and even engage the two withdrawn students.
For example, the teacher can select both textual and non-textual primary source documents and set up the expert groups so that one or more expert group is to focus primarily on analyzing images rather than text. The teacher can form the expert group(s) among the individuals who struggle to gather and organize textual information— such as the students with a learning disability and English language learner— allowing them the chance to practice authentically the historians craft without becoming bogged down in “language.”The jigsaw technique also makes it possible for the various expert groups to be working on a text that is at a different reading level than the others, so students can be appropriately challenged whether they have a learning challenge or not.
The findings of Walker and Crogan (1998) demonstrate that the jigsaw can be suitable to the learning needs of English as a Second Language students. Moreover, the findings of Hanze and Berger (2007) suggest that the jigsaw activity can most help those who tend to have low academic self-concept, such as those who struggle with learning disabilities, learn to “see himself or herself as a competent member of the class” (p. 38). The nature of the jigsaw classroom engenders an environment of collaboration within the expert groups, with each individual helping themselves and others to become experts; properly pairing students can make it possible for individuals, who would struggle to complete the task on their own, to learn and understand the material.
Walker and Crogan (1998) point out that the teacher(s) of a jigsaw classroom must still play a role during the jigsaw activity; they explain that at times teachers must step in to help maintain the flow of a lesson and to help students’ confidence. During the study, teachers “had to assist…with problems such as the pronunciation and explanation of new vocabulary (Walker & Crogan, 1998, p. 390). Therefore, in the history classroom, expert groups can work together to help solve issues but the teacher should also oversee what is happening and provide individual attention when needed. In effect, the jigsaw allows struggling students multiple teachers and helpers: their teacher and their peers.
In the jigsaw, moreover, it is not possible to sit back and let others do the work: each student must participate. Scholarship, such as Walker and Crogan (1998) and Hanze and Berger (2007), has shown that the jigsaw technique does increase motivation of students and increases engagement. For example, Walker and Crogan (1998) observe that “students were keen to participate and to take their turn as teacher” (p. 390). In having a clear role and task interdependence (each member must contribute in order to complete the task successfully) can likely engage the ten students who tend to not be very motivated and even engage the two withdrawn students.