Jigsaw - Notes

Jigsaw allows for differentiation in response to readiness by varying resources on student language or reading level and assigning topics by complexity. It allows for differentiation by interest by making it possible for students to work in expert groups based on aspects of the topic that are most relevant or appealing to them. Jigsaw working conditions allow for individual as well as collaborative work. 

Jigsaw is a three-stage collaborative strategy.

1. The teacher introduces students to a topic or idea the Jigsaw groups will explore and establishes the working directions and conditions for the groups, so that students will know what they will need to do for the Jigsaw to succeed. 
2. Students meet in "home base" groups where they examine directions and materials for the upcoming tasks; groups will work together as a team to learn about the aspects of the topic assigned to them. Once students in home base groups are clear on their goals and work, they divide into "expert groups." Members of an expert group ultimately discuss what they have learned, sharing information and insights so that each members benefits from the work of other members as well as from his or her own work. 
3. Students in the expert group return to their home base groups and share what they have learned with peers who have learned about other aspects of the topic. It's often helpful for students to have mechanisms for recording, organizing, and reflecting on what they learn from their own work as well as that of their peers and for the teacher to follow with a class discussion that formalizes and solidifies important information and ideas.