T H E J I G S AW : A N O L D

G A M E A S A N E W M O D E L O F I N AT E R A C T I V E

L E A R N I N G M A R C I A J . M A C K E Y, P H . D.

A Q U AT I C S & S P O R T M A N A G E M E N T

D E PA R T M E N T O F P H Y S I C A L E D U C AT I O N & S P O R T

C E N T R A L M I C H I G A N U N I V E R S I T Y

AGENDA

• Abstract

• Benefits

• Overview of Jigsaw Process

• Reading, Comprehension, Accountability

• Bloom’s Taxonomy

• Activity

• Summary

ABSTRACT

Faculty challenges -

• finding a means by which to encourage and hold

students accountable for reading course materials

• determining their level of comprehension

The Jigsaw method of instruction -

• creates an environment in which the students

become the subject matter experts

• they ensure others in the class comprehend the

course readings

The best way to master pedagogy is to teach it

to another individual

It is rewarding when students take ownership of

their learning

BENEFITS • Tried and true –

– Data to support findings

• “Three-decade track record of successfully

reducing racial conflict”

• Increased positive educational outcomes

• Simple to implement

• Efficient way for students to learn course

material

OVERVIEW OF THE JIGSAW PROCESS

• Students work in small groups

– One subset is the base/home group

– Second subset is the “expert” group

• Students become the “experts” on a portion of the

subject matter and check their understanding with

other experts

• Students share their knowledge with others in

the class through small group discussions

• Material is reviewed immediately after it is

presented

• A short quiz confirms

understanding/comprehension

READING, COMPREHENSION AND ACCOUNTABILITY

• Interactive and engaging

• Students take ownership of the learning process

• Students become the “experts” and thereby develop

confidence in their own ability to master the course

content, as well as teaching others

• Students hold each other accountable for

knowing the course material and being prepared

• Learning shifts from a competitive to a

cooperative model

• Complex material is discussed from multiple

perspectives and with examples which improves

comprehension and retention

BLOOM’S TAXONOMY • Bloom’s Taxonomy of

learning domains

correlates with the

various types of

Jigsaw activities

• Process involves

varies degrees of

understanding,

application, analysis

and evaluation

blooms_500_church

ACTIVITY

• Base groups identified -

• Readings assigned to base groups –

– Take notes – highlighting and writing on the

articles

– Think of examples to improve understanding

– http://www.online-stopwatch.com/eggtimer-countdown/full-

screen/

• Shift to expert groups

– Verify key concepts within the articles

– Identify examples to increase understanding

• Return to base groups

– Discuss the articles (recommend in order by

article number)

• Review and quiz

QUIZ – INITIAL READINGS

T/F The jigsaw method was first introduced as a means to address

violence in the schools

T/F Observed the process of teachers calling on students and the range

from waving hands by those desiring to respond to relief by others

when they were not called

T/F The first “scientific” method of evaluation of the process showed no

change in absenteeism of students and limited to no improvement in

academic progress

T/F Dominant and extrovert students tend to control groups and impact

the learning of others

T/F The jigsaw works best when all students are at the same level of

comprehension and reading ability

ANSWERS

True - The jigsaw method was first introduced as a means to address

violence in the schools

True - Observed the process of teachers calling on students and the range

from waving hands by those desiring to respond to relief by others when

they were not called

False - The first “scientific” method of evaluation of the process showed no

change in absenteeism of students and limited to no improvement in

academic progress

False - Dominant and extrovert students tend to control groups and impact

the learning of others

False - The jigsaw works best when all students are at the same level of

comprehension and reading ability

SUMMARY

• Create the base/home groups of 3 to 4 students

– Maximize diversity in terms of identity, skills, and mastery of the subject

• Each person in the base group is assigned a reading or topic to review

– Long/detailed readings should assigned in a manner in which allows for reading and

taking notes outside of the classroom setting

• Regroup into “expert groups” of students reading the same article

– Group discusses the concepts, identifies the main points of the segment and

prepares to present the material to their base group

• Return to base group for individual presentations

– Encourage others to ask questions

• Give a quiz over the topics discussed

– May be in group format; possibly allow the use of notes

– Consider having the experts do the quiz individually, without notes

Basic Process

ADVANCED PROCESS

• Base groups (3 to 4 students) given a topic to

research outside of class

– Each base group is assigned a different topic

– Individually, the members research the topic and must print peer-

reviewed journal articles and other professional sources

– Each person brings their articles with highlighting and notes to the

class

• Base group meeting in class

– Become the experts on their topic

– Analyze the sources gathered and identify the main

points from multiple sources

– Organize the information into a comprehensive working

outline

• Discussion leaders - presentations – The class is re-divided into a total of 3 to 4 groups; with 1 member of each

base group moved into 1 of the reformed learning groups

– Each person from the base/expert group is responsible for presenting the material to a new learning group

– Depending on the amount of material, the presentation may take up to 20 minutes

• Review and Quiz

– Learning groups are dismantled as everyone returns to their base group

– Allow 10 minutes to review the material and call any expert back for clarification of the content

– Base group members take the quiz individually, using their notes

– Immediately following, the group takes the quiz as a group, using notes

– The “experts” must take the quiz individually and as a group without the benefit of notes

– Once everyone is finished with the quiz, report out the correct responses

• Repeating the process

– Only 1 or 2 expert groups will be able to complete

the process of leading a discussion within any given

class period

– The expert discussion leading groups changes as the

semester progresses

BIBLIOGRAPHY

• Aronson, E. (2013). Jigsaw in 1o easy steps. The Jigsaw classroom.

Retrieved from http://www.jigsaw.org.

• Aronson, E., & Patnoe, S. (2011). Cooperation in the classroom: The jigsaw

method (3rd ed.). London: Pinter & Martin, Ltd.

• Aronson, E., & Thibodeau, R. (1992). The jigsaw classroom: A cooperative

strategy for reducing prejudice. In J. Lynch, C. Modgil, and S. Modgil (Eds.),

Cultural diversity in the schools. London: Falmer Press.

• Carroll, D. W. (1986). Use of the jigsaw technique in laboratory and

discussion classes. Teaching of Psychology, 13, 208-210.

• Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In S. Sharan

(Ed.), Handbook of cooperative learning methods. Westport CT: Greenwood

Press.

• Huang, Y-M; Huang, T-C, & Hsieh, M-Y. (2008). Using annotation services in

a ubiquitous jigsaw cooperative learning environment. Educational

technology & society, 11 (2), 3-15.

• Perkins, D. V., & Saris, R. N. (2001). A "jigsaw classroom" technique for

undergraduate statistics courses. Teaching of Psychology, 28, 111-113.

• Schreyer Institute for Teaching Excellence (2007). Jigsaw strategy.

University Park, PA: Penn State University. Retrieved from

http://www.schreyerinstitute.psu.edu.

• Webb, N. M. (1992). Testing a theoretical model of student interactions and

learning in small groups. In R. Hertz-Lazarowits & n. Millers (Eds.),

Interaction in cooperative groups: The theoretical anatomy of group learning (pp.

102-119). New York: Cambridge University Press.

• Wood, L. N. & Dixon, P. (2011). Stakeholder analysis: Using the jigsaw

method for ethical dilemmas in business. Asian Social Science, (7), 4, p. 77-

83. Retrieved from http://www.ccsenet.org/ass.

CONTACT INFORMATION

Marcia J. Mackey, Ph.D.

Central Michigan University

macke1mj@cmich.edu or 989-774-2377 (o)

Sport Management & Aquatics – WSIT, LGIT

PES Department Graduate Coordinator

MEA Board of Directors

NEA Resolutions Committee