Jigsaw

Teaching and Learning Strategies

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Jigsaw is a cooperative learning strategy that involves group learning. The name “Jigsaw” is given for the structure of activity within the group. Each group is given a task or problem within a packet of information. Within the group, each member is given one part of the packet (a “piece of a puzzle”) to learn. Each member then shares what they have learned with other group members – the goal is that all group members eventually learn all the information within the packet, but with the help of group members. The group depends on each individual in order to accomplish the task.

Example of Using a Jigsaw Activity (Video)

In order to view the example below, you will need Windows Media Player installed on your computer and speakers or headphones for your computer. See Information on downloading and using Windows Media Player.

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Developing and Implementing Jigsaw

Preparatory work
The instructor must identify a problem or task for the group to accomplish. The instructor must then develop packets of information needed to accomplish the task. Within the packet, the information is divided into 4 or 5 parts – so that each group member will have a different part of the whole package. It is best to label each of these parts (i.e. #1, #2, #3, #4). Instructor should also attempt to make each of these parts equitable.

Implementation
Students are divided into working groups (4-5 per group) with general instructions. Packets are distributed to the group; group members each take one part of the packet.

  • Phase I. Each member studies their individual part of the packet – the instructor needs to consider an appropriate amount of time for this initial work phase.

  • Phase II. Each member discusses/teaches their specific information to other group members.

  • Phase III. Group members complete the task.

Advantage

Disadvantage

  • Stimulates discovery learning and critical thinking

  • Active learning process

  • Preparation of group packets is time intensive.

  • Students may be initially unhappy with strategy; they may feel they are doing all the work, and expect that role from the instructor.

  • Instructors often anxious about not covering “content”

References:
Daley, B.J., Shaw, C.R., Ballistrieri, T., Glasenapp, K., Piacentine, L. (1999). Concept maps: A teaching strategy to teach and evaluate critical thinking. Journal of Nursing Education, 38, 42-47.

Wheeler, L.A., Collins, S. (2003). The influence of concept mapping on critical thinking in baccalaureate nursing students. Journal of Professional Nursing, 19, 339-346.