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Literacy through Cooperative Learning: The Jigsaw Reading Technique. Monograph No. 7.

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Title: Literacy through Cooperative Learning: The Jigsaw Reading Technique. Monograph No. 7.
Language: English
Authors: Epstein, Ruth, Saskatchewan Univ., Saskatoon. Coll. of Education.
Peer Reviewed: N
Page Count: 13
Publication Date: 1991
Intended Audience: Teachers; Practitioners
Document Type: Guides - Classroom - Teacher
Reports - Evaluative
Descriptors: Class Activities, Cooperative Learning, Elementary Education, Foreign Countries, Learning Activities, Reading Instruction, Small Group Instruction
Abstract: The jigsaw reading technique maximizes the interactive basis of cooperative learning. The advantages of cooperative learning are that it increases student independence; promotes peer teaching; can be used in multi-level classrooms; can be used in a variety of content areas; can be adapted for use in all age groups; promotes individual and group responsibility; avoids dominance by one group member; creates peer acceptance and understanding; develops social skills; and aids in assessment. In a typical example of the jigsaw technique, the teacher prepares four texts (related to, but different from each other) for groups of students to use. Students complete the reading and do the exercises in their "expert" group, each group using one of the four different texts. Students then gather into four-member jigsaw groups, where each person has a different text, and share the information from the different texts. Students write the tests used to evaluate the groups' learning of the material. When creating their own jigsaw reading activities, teachers should: (1) choose topics of high interest to the students; (2) find out how much their students know about a topic to determine the level of complexity of the information; (3) adapt their source of input to the needs of their students; (4) remember that not everything works; and (5) get feedback from students. (RS)
Entry Date: 1992
Accession Number: ED343100
Database: ERIC
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  Data: Literacy through Cooperative Learning: The Jigsaw Reading Technique. Monograph No. 7.
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  Data: N
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  Data: 13
– Name: DatePubCY
  Label: Publication Date
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  Data: 1991
– Name: Audience
  Label: Intended Audience
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  Data: Teachers; Practitioners
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  Data: Guides - Classroom - Teacher<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink>
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  Data: The jigsaw reading technique maximizes the interactive basis of cooperative learning. The advantages of cooperative learning are that it increases student independence; promotes peer teaching; can be used in multi-level classrooms; can be used in a variety of content areas; can be adapted for use in all age groups; promotes individual and group responsibility; avoids dominance by one group member; creates peer acceptance and understanding; develops social skills; and aids in assessment. In a typical example of the jigsaw technique, the teacher prepares four texts (related to, but different from each other) for groups of students to use. Students complete the reading and do the exercises in their "expert" group, each group using one of the four different texts. Students then gather into four-member jigsaw groups, where each person has a different text, and share the information from the different texts. Students write the tests used to evaluate the groups' learning of the material. When creating their own jigsaw reading activities, teachers should: (1) choose topics of high interest to the students; (2) find out how much their students know about a topic to determine the level of complexity of the information; (3) adapt their source of input to the needs of their students; (4) remember that not everything works; and (5) get feedback from students. (RS)
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      – Text: English
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        PageCount: 13
    Subjects:
      – SubjectFull: Class Activities
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Activities
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Small Group Instruction
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      – TitleFull: Literacy through Cooperative Learning: The Jigsaw Reading Technique. Monograph No. 7.
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              M: 08
              Type: published
              Y: 1991
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