What is it?
The jigsaw activity is a co-operative learning activity where students “divide and conquer” to learn about different aspects of a topic.
First, they are assigned to a small group focusing on a specific subtopic. All students who are assigned that subtopic do some reading and discuss it, asking for clarification if needed. They become experts in that subtopic.
In the second phase, new groups are formed with one expert from each subtopic. Each expert in turn shares their part of the knowledge and teaches the other members of the group.
This method can be used for both in-person delivery, as well as online delivery, using breakout rooms.
What are the benefits?
Students need to actively engage with the material in order to teach it to others. They are forced to clear questions and doubts before teaching their peers.
There are opportunities for dialogic learning in both sets of groups.
Eckert et al. (2023) combined the jigsaw with a practical lab activity (insect dissection). Students who participated scored higher on open-ended questions on the topic, and students generally regarded the activity as helpful.
What are the challenges?
The jigsaw works best with a number of students which is a perfect square: 9, 16, 25. Otherwise, there will be more than one expert per subtopic.
It may be tricky to divide topics into an appropriate number of subtopics for the size of the class.
Who’s using this?
This could be done with a few subchapters of a textbook. For example, in an organic chemistry class, students could be assigned one of three readings:
They then teach and explain to each other their assigned subtopics.
Resources
Some examples in different fields:
Biology (combined with lab activity): Eckert, R. A., Lamp, W. O., & Marbach-Ad, G. (2023). Jigsaw dissection activity enhances student ability to relate morphology and ecology in aquatic insects. Journal of Biological Education, 57(4), 916-928. https://doi.org/10.1080/00219266.2021.2006268 KPU Library Permalink: https://go.exlibris.link/95zt5WXg
Biology, non-majors: Slish, D. F. (2005). Assessment of the Use of the Jigsaw Method and Active Learning in Non-Majors, Introductory Biology. Bioscene: Journal of College Biology Teaching, 31(4), 4. Full text hosted on eric.ed.gov.
Chemistry: Tarhan, L., & Sesen, B. A. (2012). Jigsaw cooperative learning: Acid-base theories. Chemistry Education Research and Practice, 13(3), 307. https://doi.org/10.1039/C2RP90004A
References
Vives, E., Poletti, C., Robert, A., Butera, F., Huguet, P., Régner, I., & ProFAN Consortium. (2024). Learning with jigsaw: A systematic review gathering all the pieces of the puzzle more than 40 years later. Review of Educational Research, 8, 913-917. https://doi.org/10.3102/00346543241230064 KPU Library Permalink: https://go.exlibris.link/7j4Bt4LJ
