Tips for executing an effective jigsaw activity. Students gain confidence in being an 'expert' on their specific topic within each group. Group members work together to synthesize information and develop understanding of new concept based on each individual sharing with the rest of the group. All groups present on their findings. Great activity to introduce a topic as students present their understanding before teacher instruction.

1. Tips for Using the Jigsaw Technique (from “The 'Jigsaw'
ApproachBrings Lessons to Life” in Education World)
Teacher Ellen Berg offers three tips to educators who are new to the jigsaw
method.
* Prepare, prepare, prepare."When you decide to use a jigsaw activity, you
need to know what you want the kids to get out of it and then structure the
activity so you will get the outcome you want. You want the kids to "discover" a
concept on their own, through connections they make themselves. That takes a
lot more work than simply asking leading questions with predetermined answers
or lecturing to them. The questions need to be open-ended. Usually, students will
discover those things you want them to as well as other things you had not even
thought of yourself. For me, that is the most exciting part because I am learning
to see the topic of study in a new way and learning along with the kids."
* Think through the management of the activity."How will groups be put
together? How will you be sure that each jigsaw group will have one of each of
the home groups? Who is doing what during the activity? How will the class
move when it is time to switch groups? Thinking through the organization and
being sure there is something for each member of the group to do is essential."
* Do not give up after the first time you try jigsaw. "Jigsaw is an intricate
technique that takes some practice from you and your students before it seems
to gel. Since many students, unfortunately, are not used to tasks where they are
responsible for their own learning and making their own connections, they may
react negatively or become frustrated the first time or two you use this. You must
circulate, listen to the groups, and give them a lot of support at first. You aren't
giving them the answers, but you are asking them questions that help direct their
thinking. After you use jigsaw a few times, you will see your students need you
less and less. Stick with it!"
Jigsaw Example:
FAIRY TALE FUN -- JIGSAW STYLE!
When Berg wanted her students to grasp the concept of the definition of a fairy
tale, she decided that it was the perfect opportunity to incorporate the jigsaw
approach.
Berg began by having her students divide into five equal groups. Each group got
one fairy tale to read. The stories were "The Ugly Duckling," "Snow White,"
"Hansel and Gretel," "Jack and the Beanstalk," and "The Three Little Pigs." Each
group was responsible for collecting the following information:
• Who are the characters in the story?
• Where does the story take place?

2. • What are the major events of the story?
• Are there any magical or supernatural events? If so, what are they?
After the students read, discussed, and recorded the above information, Berg
split them into jigsaw groups. One person from each fairy tale assembled in a
new group. (She assigns the jigsaw groups because it is difficult for her students
to create these new, blended groups quickly.) In their new groups, students were
each given three minutes to tell the other group members about the story they
had read as well as the information they had collected. After that, the group had
to create a poster and give a presentation that addressed two points:
1.What do all five stories have in common?
2.Using what you found in common, write your own definition for a fairy tale.
"They started out trying to find simple commonalities like characters, but that did
not work," said Berg. "They had to dig deeper to get any real commonalities. For
example, some of them pointed out that men were usually the heroes, that there
was usually a battle or conflict between good and evil, and that the good guys
always won. They touched on ideas that the stories were timeless and could
have happened at any time in history. They also said the stories tried to teach a
lesson about how you should act -- a moral lesson."
Not until after the presentations did Berg discuss the definition of a fairy tale
according to the literature textbook. The students were excited to see that they
really had developed a very accurate description of the concept, and they were
more open to Berg's mini lesson that followed.
"Other activities I connected to this unit included a compare-contrast essay
comparing 'The Three Little Pigs' and The True Story of the 3 Little Pigs [by Jon
Scieszka] told from the wolf's point of view," Berg stated. "I also did another
jigsaw activity for the final leg of the unit in which students read and compared
five different versions of 'Cinderella' and then defined what a 'Cinderella story'
was using the commonalities among the stories. Some groups chose to present
their information in play form, and they were fantastic!"