Take 2 for Teaching & Learning: Jigsaw Strategy

The jigsaw strategy is a collaborative learning approach ideal for university classrooms where content can be divided into distinct subtopics. Originating in the early 1970s by social psychologist Elliot Aronson, it was initially designed to improve intergroup relations in desegregated schools. In higher education, it remains a vital tool to foster accountability, active engagement, and peer instruction.  

In a jigsaw, students are organized into "home" groups and assigned one portion of the material—such as a theoretical model, case study, or methodological approach. Each student within a home group is responsible for one subtopic and temporarily joins an “expert” group with peers assigned to the same subtopic. These expert groups research, analyze, and deepen their understanding of the material before returning to their home groups to teach their section to others. In this way, every student plays an essential role in constructing the group’s collective understanding, much like putting together the pieces of a puzzle. 

Research supports the effectiveness of the jigsaw strategy in improving academic performance, communication skills, and motivation. Studies in undergraduate classrooms have shown that students perceive jigsaw activities as both efficient and engaging compared to more traditional formats. The structure also supports inclusive teaching practices by fostering interdependence, reducing bias, and encouraging equitable participation. 

To implement jigsaw successfully, instructors should prepare well-balanced subtopics and provide clear, supportive resources for students to build expertise. Emphasizing individual responsibility and group reliance helps reinforce the importance of each student's contribution.

Finally, incorporating assessments such as discussions, reflections, or quizzes ensures all learners synthesize the full scope of material. Thoughtfully applied, the jigsaw strategy transforms group work into meaningful, student-driven learning. 

References:  

Aronson, E. (2011). Cooperation in the classroom: The jigsaw method. Printer & Martin Ltd.  

Aronson, E., & Aronson, J. (2018). The Social Animal. Worth Publishers, Macmillan Learning.  

Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149. https://doi.org/10.1016/j.edurev.2013.02.002  

Tondok, M. S., Suryanto, S., & Ardi, R. (2024). Building bridges in diverse societies: A meta-analysis of Field Experimental Cooperative Learning Studies on intergroup relations in educational settings. Societies, 14(11), 221. https://doi.org/10.3390/soc14110221