JigsawJigsawBringing Students TogetherBringing Students Together

HistoryHistory

Social psychology – Kurt Lewin, Morton Social psychology – Kurt Lewin, Morton DeutschDeutsch

Gordon Allport – how to promote Gordon Allport – how to promote integrationintegration

Three factorsThree factors Common goalCommon goal Equal statusEqual status Official sanctionOfficial sanction

How Jigsaw Was Invented How Jigsaw Was Invented (one version)(one version)

Social psychologist Elliot Aronson and Social psychologist Elliot Aronson and colleagues invited to help integrate the colleagues invited to help integrate the integrated schools of Austin, TX integrated schools of Austin, TX

Ss of different races were in the same Ss of different races were in the same school but didn’t interactschool but didn’t interact

Jigsaw was designed to address thisJigsaw was designed to address this

See www.jigsaw.orgSee www.jigsaw.org

Basic Jigsaw Basic Jigsaw (not the official version)(not the official version)

Heterogeneous groups of 4 – Home TeamsHeterogeneous groups of 4 – Home Teams

Each S receives & reads a different piece of Each S receives & reads a different piece of information – pieces can be color-coded or information – pieces can be color-coded or numbered to avoid confusionnumbered to avoid confusion

Ss leave Home Team and form Expert Teams Ss leave Home Team and form Expert Teams with Ss who have the same piecewith Ss who have the same piece

Experts learn and prepare to teach their piecesExperts learn and prepare to teach their pieces

In Home Teams, Ss take turns to teachIn Home Teams, Ss take turns to teach

Individual quiz on all the piecesIndividual quiz on all the pieces

Tips on Using Jigsaw Tips on Using Jigsaw (some may be contradictory)(some may be contradictory)

Make sure each piece can be understood on its Make sure each piece can be understood on its ownownOne person per group who facilitates discussionOne person per group who facilitates discussion This – and any other roles - should rotateThis – and any other roles - should rotate

Keep Expert Teams to 4 or less SsKeep Expert Teams to 4 or less Ss

Moving into Expert TeamsMoving into Expert Teams

Plan where Expert Teams will sit so movement Plan where Expert Teams will sit so movement creates minimal disruptioncreates minimal disruptionDivide room into sections – Expert Teams form Divide room into sections – Expert Teams form within their sectionwithin their sectionOne section of class moves at a time, instead of One section of class moves at a time, instead of the whole class moving at oncethe whole class moving at onceSs raise fingers to indicate which number expert Ss raise fingers to indicate which number expert they are – this helps them find others with same they are – this helps them find others with same numbernumberExperts have a designated amount of time, e.g., Experts have a designated amount of time, e.g., 10 seconds, to form their groups10 seconds, to form their groups

Help Experts SucceedHelp Experts Succeed

Control difficulty of reading materialControl difficulty of reading material

Circulate among groupsCirculate among groups

Provide at least one relatively strong S to Provide at least one relatively strong S to each groupeach group

Give guide questionsGive guide questions

Provide graphic organizers, such as Provide graphic organizers, such as outlines and diagramsoutlines and diagrams

Ss focus on key points not on memorizingSs focus on key points not on memorizing

SUMMERSUMMER

Formerly known as MURDER Formerly known as MURDER Hythecker, V.I., Dansereau, D.F. and Hythecker, V.I., Dansereau, D.F. and Rocklin, T.R. (1988) An analysis of the Rocklin, T.R. (1988) An analysis of the processes influencing the structured processes influencing the structured dyadic learning environment, dyadic learning environment, Educational Educational PsychologistPsychologist 23: 23-37. 23: 23-37.Done in pairs using a text that has been Done in pairs using a text that has been divided into sectionsdivided into sectionsHelps Experts learn their piecesHelps Experts learn their pieces

S = Set the mood = a bit of chit-chat before S = Set the mood = a bit of chit-chat before startingstarting

U = Understand by reading the section U = Understand by reading the section silently = each S reads the section alonesilently = each S reads the section alone

M = Mention the Main ideas = one S M = Mention the Main ideas = one S summarizes without looking at the pagesummarizes without looking at the page

M = Monitor the summary = partner checks M = Monitor the summary = partner checks for accuracy – roles rotate for next sectionfor accuracy – roles rotate for next section

E = Elaborate E = Elaborate connected ideas and experienceconnected ideas and experience applicationsapplications questions: don’t understand & want to know questions: don’t understand & want to know

more more additions to what is presentedadditions to what is presented agreements and disagreementsagreements and disagreements reactionsreactions

R = Review = A summary of the entire textR = Review = A summary of the entire text

Why SUMMERWhy SUMMER

Ss focus on main ideasSs focus on main ideas

They connect these main ideas to what is They connect these main ideas to what is already in their mindsalready in their minds

Increased comprehension and retention Increased comprehension and retention when SUMMER is usedwhen SUMMER is used

Ss continue to use the SUMMER script Ss continue to use the SUMMER script even when reading aloneeven when reading alone

Experts Prepare to TeachExperts Prepare to Teach

Teaching, not reading or showingTeaching, not reading or showing

Rehearsal to each other; one S in charge Rehearsal to each other; one S in charge of checking everyone is readyof checking everyone is ready

Experts take turns to do part of the Experts take turns to do part of the presentationpresentation

Graphics, etc. used – Remember Multiple Graphics, etc. used – Remember Multiple IntelligencesIntelligences

Ss write up presentation for T to checkSs write up presentation for T to check

If more than 1 Expert group for the same If more than 1 Expert group for the same piece, Experts can practice teaching piece, Experts can practice teaching members from the other Expert group with members from the other Expert group with the same piecethe same piece

Teaching the Teaching the Home Team MembersHome Team Members

Can use Multiple IntelligencesCan use Multiple Intelligences

Other Home group members ask Other Home group members ask questions, add information, connect to questions, add information, connect to their own piecestheir own pieces

Presenter can also ask questions to check Presenter can also ask questions to check comprehension or to go beyond comprehension or to go beyond comprehensioncomprehension

Others thank their ‘teacher’Others thank their ‘teacher’

The Last StepThe Last Step

Provides a reason for listening to expertsProvides a reason for listening to experts

Incorporates all 4 piecesIncorporates all 4 pieces

Can be a task, rather than quiz, e.g., mind Can be a task, rather than quiz, e.g., mind mapmap

Ss shouldn’t do the part of the task for Ss shouldn’t do the part of the task for which they were expert, but can check that which they were expert, but can check that partpart

Rationale for JigsawRationale for Jigsaw

Common goalCommon goal

Equal statusEqual status

Official sanction for cooperationOfficial sanction for cooperation

Resource, goal, role positive Resource, goal, role positive interdependenceinterdependence

Individual accountabilityIndividual accountability

Equal opportunity to participateEqual opportunity to participate

Maximum peer interactionMaximum peer interaction

Variations on JigsawVariations on Jigsaw(just some)(just some)

Jigsaw IIJigsaw II

Stay Home JigsawStay Home Jigsaw

BYOP JigsawBYOP Jigsaw

Teaching Pairs JigsawTeaching Pairs Jigsaw

Workstation JigsawWorkstation Jigsaw

Expert Pairs JigsawExpert Pairs Jigsaw

Jigsaw IIJigsaw II

Everyone has all pieces, but are experts in Everyone has all pieces, but are experts in only oneonly one

ConsCons Less positive interdependenceLess positive interdependence

ProsPros No worry about pieces being understandable No worry about pieces being understandable

on their ownon their own Less worry if experts teach poorlyLess worry if experts teach poorly

Stay Home JigsawStay Home Jigsaw

Ss don’t go to Expert TeamsSs don’t go to Expert Teams

ProsPros Less movementLess movement Helps familiarize Ss with JigsawHelps familiarize Ss with Jigsaw

ConsCons No help for experts, so pieces must be fairly No help for experts, so pieces must be fairly

easyeasy

BYOP Jigsaw BYOP Jigsaw (Bring Your Own Piece)(Bring Your Own Piece)

Ss do research to find their own info, Ss do research to find their own info, rather than receiving from Trather than receiving from T

ProsPros Ss practice researchSs practice research S ownership increasesS ownership increases

ConsCons What if Ss don’t/can’t do the necessary What if Ss don’t/can’t do the necessary

research?research?

Teaching Pairs JigsawTeaching Pairs Jigsaw

Home Teams are also Expert TeamsHome Teams are also Expert Teams

They prepare to teach other Home TeamsThey prepare to teach other Home Teams

Two members of each Home Team go to Two members of each Home Team go to another Home Team with different pieceanother Home Team with different piece

When the two return, the ones who remain When the two return, the ones who remain teach them what they missedteach them what they missed

Repeats until every team has learned all Repeats until every team has learned all piecespieces

Workstation JigsawWorkstation Jigsaw

Instead of information coming from Instead of information coming from reading material, Ss go to a workstation reading material, Ss go to a workstation

They get their information there byThey get their information there by Listening to a CDListening to a CD Watching a VCDWatching a VCD Doing an experiment or other taskDoing an experiment or other task

Expert Pairs JigsawExpert Pairs Jigsaw

Experts first work in pairsExperts first work in pairs

Two pairs of experts try to reach Two pairs of experts try to reach consensus on meaning and key pointsconsensus on meaning and key points

Back to single pairs to rehearse B4 Back to single pairs to rehearse B4 teachingteaching

Teach Home TeamsTeach Home Teams

Con – Less help for expertsCon – Less help for experts

ProsPros Promotes Equal Opportunity to Promotes Equal Opportunity to

Participate, Individual Accountability, Participate, Individual Accountability, and Maximum Peer Interactinand Maximum Peer Interactin

Less proficient Ss get individual helpLess proficient Ss get individual help

Troubleshooting with JigsawTroubleshooting with Jigsaw

Uneven group size Uneven group size Add extra Ss to one or two Home Teams – Add extra Ss to one or two Home Teams –

those teams have two people doing a those teams have two people doing a particular pieceparticular piece

Missing expertsMissing experts Their group listens in when an expert with the Their group listens in when an expert with the

same number presents in another groupsame number presents in another group T presents that piece to that groupT presents that piece to that group

More TroubleshootingMore Troubleshooting

Very weak SsVery weak Ss Use Jigsaw IIUse Jigsaw II Assign someone to help that S, i.e., two Ss Assign someone to help that S, i.e., two Ss

per pieceper piece One of the four pieces is easier than the One of the four pieces is easier than the

othersothers

Others?Others?