JigsawAlso known as: jigsaw groups, jigsaw learning
Jigsaw is a cooperative learning strategy where students effectively teach each other, with guidance from the teacher. A basic Jigsaw involves these key phases:
- Introduce 'Home groups' - Students work in small 'home' groups where they are each assigned one aspect of a topic which they study independently.
- Break into 'Expert groups' - Students who have been assigned the same aspect of a topic gather together to become 'experts' and learn how to best teach the content to their peers.
- Regroup with 'Home groups' - Students return to their original groups where they each take a turn presenting their information.
- supports teachers to differentiate learning to cater to diverse student needs and abilities
- builds students' comprehension, cooperation, communication and problem-solving skills
- can be adapted to suit students' abilities, the size of the class, and the nature of the content.
Google G Suite
How to use with ICT
Each topic or question can be a short independent research task. The final product of each group or the entire class could be a slide deck or a collaborative document.
Design the task so that each group will need to use the computer for research but have non-ICT components as well. The computer task should be independent of the other parts of their subtopic or overall question. Each subtopic group gets a set amount of time at the computer. Another option may be for each group to use the computer time to publish their ideas.
|Jigsaw - Teacher Toolkit||Jigsaw||A short video and guide to running a jigsaw lesson.|
|Jigsaw classroom||Jigsaw classroom||Collection of resources and tips for running a jigsaw lesson.|
Links to third-party websites:
The department accepts no responsibility for content on third-party websites.
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.