JigsawAlso known as: jigsaw groups, jigsaw learning, cooperative learning
Jigsaw is a cooperative learning strategy where students are assigned one aspect of a topic, they then meet with members from other groups who are assigned the same aspect, and after mastering the material, they return to their initial group and teach the material to their group members. It:
- supports educators to differentiate learning
- enables each student to specialise in one aspect of a topic, with each student's part being essential to the completion of the task
- builds students' comprehension, cooperation, communication and problem-solving skills.
Google templates (recommended)
How to use with ICT
|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.|
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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.