Facilitation · 1-2 hour sessions or multi-day units

The Jigsaw Classroom

A research-based cooperative learning technique where students are responsible for mastering a specific portion of a lesson and teaching it to their peers. By creating a structure of positive interdependence, the model ensures that every participant's contribution is essential for the group's collective success.

When to use The Jigsaw Classroom

Effective for covering large amounts of information quickly, reducing interpersonal conflict within a group, and increasing engagement in diverse or competitive learning environments.

How The Jigsaw Classroom works

Facilitators can integrate this by breaking a complex topic into 5-6 stand-alone sub-topics. Organize the session so that participants move from their primary 'home' groups to 'expert' groups for deep-dive analysis before returning to teach their original teammates.

Phases of The Jigsaw Classroom

  1. Diverse Group Formation: The facilitator divides participants into home groups of about five or six, mixed by background and ability. These groups stay together for the whole activity.
  2. Leadership Appointment: One person in each group is appointed leader, often the most mature member at first. The leader keeps the group on task and helps settle conflicts.
  3. Content Segmentation: The facilitator splits the lesson or material into as many segments as there are group members. Each segment should be understandable on its own.
  4. Individual Segment Assignment: Each participant is assigned one segment and receives only that material. This creates interdependence, since everyone depends on the others for the full picture.
  5. Independent Study: Participants read and study their own segment at least twice to become familiar with it. There is no need to memorise it word for word.
  6. Expert Group Consultation: People with the same segment form temporary expert groups to discuss the main points and rehearse how to teach them. The facilitator checks for accuracy.
  7. Home Group Instruction: Experts return to their home groups, ready to teach their segment. The facilitator makes sure every group has all segments covered.
  8. Peer-Led Presentation: Each person presents their segment to the home group while others listen and ask questions. The group now holds the full lesson together.
  9. Facilitator Observation and Intervention: The facilitator moves from group to group, watching the process and stepping in when a group struggles or one member dominates. Over time leaders learn to handle this themselves.
  10. Individual Assessment: At the end, a short individual quiz or task covers all segments. This keeps everyone accountable for learning the whole lesson, not just their part.

Key principles

  • Positive Interdependence: Every student's part is essential for the final product.
  • Individual Accountability: Each student is responsible for learning their segment and teaching it.
  • Peer-to-Peer Teaching: Knowledge is distributed through social interaction rather than top-down instruction.
  • Cooperative Goal Structure: Success is achieved through collaboration rather than competition.

Best for

  • Knowledge Acquisition
  • Social-Emotional Learning
  • Collaborative Problem Solving

Considerations

  • Requires content that can be logically segmented into stand-alone pieces.
  • Relies on the maturity of group leaders to manage group dynamics.
  • The facilitator must actively monitor groups to prevent dominant participants from overshadowing others.
  • Assessment is critical to ensure that peer-led instruction was accurate and effective.

Attribution & sources

Developed by Elliot Aronson and colleagues, 1971

Primary source

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