Jigsaw Reading

Submitted by Leecy Wise on Thu, 08/02/2018 - 11:40
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I recently offered a workshop on collaborative learning. Jigsaw Reading was featured as one  activity that I have very successfully used with students. Although I used it in a large, multilevel ESL class, this approach will engage native-language speakers as well. I can imagine it being a lot of fun among ABE and even ASE students as well. 
 
You may access the complete set of instructions in our LINCS Resource Collection's description of a video series used with ESL students, Collaborative Activites for ESL Learners. The list on this resource is very long and worth exploring. You can find the specific technique listed among videos, which also have PDF versions, as I link below.  
 
 
Students of any level can become overwhelmed when they are presented with large amounts of text. Jigsaw reading is an organization technique that breaks up longer texts into smaller chunks of text (one-two paragraphs) that students work together in groups to become experts on. Each student then moves into a new group, in which every member has become has become an expert on a different part of the text. The students then take turns teaching their new group about their portion of the text. This technique emphasizes cooperative learning by giving students the opportunity to help each other build comprehension. 
 
Suggestions: Jigsaw readings also work well in multi-level classes, since Students can work with a section of the text that is matched to their reading level. If you have a multi-level class, you may want to choose a text that has both short and long sections
 
Have you used Jigsaw reading? Please drop in and tell us how you've used this approach or how you think you might use this approach among your learners. Leecy

Comments

Hi Leecy,

Thank you for initiating this conversation and sharing the handout on JR. I have used Jigsaw reading in my content-based class (US History & Gov) and it generated lots of meaningful interactions. JR tends to add more purpose to my reading activities. That is, it allows students to make and share a summary of their reading with their peers. 

Anyone who wants to read more about the benefits, should this out: http://www.adlit.org/strategies/22371/. 

Has anyone used JR with emerging readers? I'd like read about your experience setting it up. 

Teddy 

 

 

Teddy, the link you shared provides an excellent, brief introduction to the strategy, with links for further information. Thanks! I hope others drop in to add their ideas in response to your question, especially among adults! Leecy