The “jigsaw” learning approach provides great opportunity for students to do a lot of learning in a short time and be experts in their designated topics through the following:
- form ‘expert’ groups to focus on a certain topic;
- then divide into ‘teaching’ groups in which each member has a certain expertise of a topic to share within the group.
Before
- Consider how many groups you would like to divide your whole class to (or how many students in a group). This will lead to consideration of how many sub-topics (of a general concept / topic) to be addressed in that session, which you will need to prepare.
- Some jigsaw activity may require preparation on the students’ end before class. Provide them with clear instructions on how best to prepare. You may consider assigning groups and topics to groups prior to class.
- Ensure logistics are available (stationeries and physical layout of class) to run this activity.
- Consider what are acceptable evidences or references in students’ discussion (i.e. personal experiences / textbooks / peer-reviewed articles).
During
- Brief the students of how the classroom “jigsaw” activity will be conducted.
- Students are assigned to ‘expert’ groups and discuss / research in-depth on a specific sub-topic given by teacher.
- Students are then reassigned into “teaching” groups where each of the student is an expert in the sub-topic they were initially assigned with. Their role is now to teach their topics to other members of the group.
- Provide a strict time constraint for each section of this activity - you should help keep track of the time.
Note: If this activity is to be done online, use Zoom Breakout Rooms to divide student cohort into smaller discussion groups. Rearrangement of groups can also be done using Zoom Breakout Rooms.
After
- Provide opportunity for student reflection of what they have learnt and to voice out any lingering confusion. Address misconceptions, when necessary.
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