Jigsaw is an experiential learning activity that fosters collaborative learning where each member of a small group is responsible for mastering and teaching a topic to the other group members. It involves two main phases: expert groups and home groups (base groups). In the expert groups, a student will research a particular topic or question and discuss with other members of the expert group. Then one student from each expert group will form an intermixed group in their home group. This home group now has experts from different topics who will each present their findings to the other members in order to form a complete picture of the larger topic or work together to accomplish a common goal.

What is the activity good at accomplishing and how does it accomplish that?

Below is a list of some of the things you can accomplish with your students using this active learning technique. Before making changes to the technique, check (and add) all that the Jigsaw activity is contributing to your students’ learning experience and make sure you maintain those through the changes that you are making.

• Promotes higher engagement and participation by asking each student to be responsible for relaying their knowledge to their home groups. 
• Encourages collaborative learning and relies on students working together to complete a task or learn from each other. This facilitates active listening as each member of the group only has access to their own expert topic and must learn about the other subtopics through the presentations and discussions of the home group.
• Promotes synthesis of information in small group format in expert groups as well as planning to teach the material to the other students. (Students must evaluate what information is relevant and how to best deliver that information to their peers).
• Encourages quick understanding and processing as well as reading comprehension.
• Encourages students to practice communicating ideas and concepts to others as well as check for misunderstandings.
• Others?

Assigning Groups and Introduction:

• Ensure that each topic for the expert groups is properly aligned with the outcome of the lesson. 
• Ensure that each group’s topic comes together to answer or address a larger topic or problem for the home group (the intermixed groups of one member of each expert group).
• Decide ahead of time how you will assign students to each group, both a) which students are in each expert group and b) which single members of the expert groups will mix together to form intermixed home groups. (For example, expert group A might have A1, A2, A3; expert group B might be B1, B2, B3; expert group C will be C1, C2, C3. And the home groups would be A1, B1, C1; A2, B2, C2; A3, B3, C3). The number of teams should be based on the number of subcategories that fit into the lesson content.
• Have a plan on where in the classroom each expert group and home groups should meet and make sure to share this with the students in advance of the class. It would help to create a visual map or a seating chart of where students will be sitting for each part of the activity.
• If possible provide the instructions for the activity and the materials for the expert groups with those groups before the class.
• Design a worksheet with clear headings or questions where the students can take notes.
• Make the worksheet available for students to download and review before the class.
• During the class, provide clear verbal and written instructions to students about the activity and how long each portion of the activity will last as well as the expectation to teach their portion to their home groups.
• Ask if students have any questions or misunderstandings about the activity before you begin.
• Researching Sub-Topics:
• Split the students into their expert groups and provide the material they should be reading and discussing. Make sure each student has access to the material (e.g. in a larger print or access to a document for read-aloud software if they have visual impairments).
• Let students know that even though each group of students are assigned to a topic and have access to the materials for that topic, all students will later have access to all the materials shared with all the groups.
• Remind the students how much time they have to research the material.

Expert Groups:

• Provide clear guiding questions or headings for areas that the students need to discuss.
• Direct the students to discuss their findings and thoughts within their expert groups.
• Tell each student that they should all be taking individual notes so they can relay the information to their home groups later in the activity.
• Remind students to use their worksheet to take notes
• Monitor the groups to ensure they are getting the correct information and to answer any questions.
• If TAs are monitoring the groups, make sure they have a list of things they need to pay attention to and know when and how to offer support.
• Provide a time warning that the expert group portion will end soon 
• Provide extra time for people to finalize their notes and that everyone has a chance to write down important points from the discussion.

Home Groups:

• Once each expert group is done with their task and each individual feels confident enough to explain their material, reconfigure them into home groups (e.g. group 1 is A1, B1, C1). 
• Remind each home group where they should meet and in which part of the classroom. If you have created a visual seating chart, remind the student to review that and find out where they need to move to.
• Once in their base groups, the students now become teachers. All expert students take turns teaching their specialty to their base groups so that each group learns about every topic.
• Remind students where they can take notes for themselves. If you have shared a worksheet with them, remind them to use it.
• Provide clear guidelines about what each expert student will be teaching about.
• Remind students how long each exert student has to teach.
• Provide time cues and let students know when they need to switch to the next “teacher”.
• Monitor each group and facilitate learning if needed to ensure the students are getting the necessary information and to clarify any questions.
• If TAs are monitoring the groups, make sure they have a list of things they need to pay attention to and know when and how to offer support.

Summary/Wrap-Up Activity:

• Once all students have had a chance to teach their information and discuss in the home groups, you can make sure all the students have gained understanding by including a wrap-up activity or summary as a large class discussion or ask each group to present part of their findings.
• Have a list of take away points on PowerPoint and/or a handout to go over verbally with the class.
• Remind students that they all have access to the materials for all the expert groups.

Step 1: Identify essential components

Identify the components/aspects of the jigsaw activity that are essential for learners to meet the learning outcomes of the lesson.

• How does jigsaw help learners meet the learning outcomes of the lesson?

Step 2: Identify obstacles

• Which parts of these essential components/aspects are an obstacle for this learner?

Step 3: redesign to remove obstacles

• How can we redesign these essential components to remove the obstacle for the learner but still equally support them to meet the LO of the lesson?

Using activity meta objectives to redesign for temporary accommodation:

Below is an example of a redesigned Jigsaw activity while maintaining the activity’s meta objectives. I encourage you to engage in the same process to redesign this activity for other accommodation needs. 

This redesign aims to make the jigsaw activity more accessible for students with Learning Disabilities (LD’s) and/or Attention Deficit/Hyperactivity Disorder (ADHD). Additionally, students who have anxieties around class work, who suffer from brain injuries, or who need additional time for assignments, might benefit.

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