Jigsaw: A Cooperative Learning Method

The Jigsaw Method (http://www.jigsaw.org/overview.htm ) is a popular and successful cooperative learning technique. Students are organized into 5 or 6 small groups, each consisting of 5 members. (The teacher/facilitator divides the lesson into the 5 subcategories.) Each member of the groups is responsible for learning (and reporting back to the group) one aspect of a topic or lesson. These team members are then "expert" in that subcategory. Prior to reporting their subject, the experts get together to brainstorm, discuss (and contribute to each other's efforts) and then return to the "home" groups to deliver their (now expert) reports. One member of each group is appointed as the leader (the most mature of the group).

In a classroom with a five-station computer setup, each computer station would be set up with software and files containing the necessary information. Expert team members would take turns accessing the appropriate workstation, with some time allowed for Internet searching to round out the information. Once the research phase is complete, the experts come together in their respective subcategory groups to discuss and exchange information. Then, the home groups reconvene to allow the expert team members to report their results. Learning assessments (in the form of quizzes) would ensure motivation to participate.

Jigsawing allows all of the group members to contribute to the successful learning of a lesson. In fact, if all members do not contribute, none of them will get the full effect. The technique also encourages and rewards noncompetitive, cooperative behavior. Group members come to identify with, and depend on, one another. Interactions between the experts allows for cross-group relationships to form. The entire process brings the disparate individuals in the class together, and helps them to form improved interrelationships. Both learning objectives and classroom environment are enhanced.

Since each team member's contribution is important to the outcome for all, the method depends on careful team selection and monitoring (at least, in the early stages of group formation). To stave off boredom (for those students gifted with shorter learning curves), the teacher would need to encourage a "teaching" outlook. I.e., the more gifted students would gain a great deal from helping out students not so able to learn quickly, thus aiding all of the groups. A real disadvantage to this method might lie in the time involved in research (not enough computers to keep everyone busy). Perhaps some means of cooperation among the expert group members might be developed to expedite the process? Additionally, competitive individuals (especially if they are new to cooperative strategies) may not be comfortable with this method. At any rate, this active, interactive learning method ensures a satisfying learning experience for most participants, and makes for a useful one for the all.