Expert Jigsaw
When to use:
- to interact with the text and make connections
- to break large pieces of text into smaller text and build comprehension
- scaffolding with students who need extra support
How to use:
1. Teacher breaks reading into smaller "chunks". Each chunk needs to cover an intact portion of the overall passage.
2. Various students are assigned to read the different sections of the text (only a few students read the same sections.)
3. Students use during reading strategies to help them make connections and comprehend the text.
4. Students with the same portion of the text form an "expert group" to discuss the main ideas & important parts form the
text.
5. One member from each of the "expert groups" is then grouped with one member from each of the other "expert
groups".
6. Each "expert" then explains the main ideas & important parts of his/her chunk to the new group.
7. Each group shares aloud with the class all information they got from the "experts" & the teacher records this on the
board.
8. Teacher clarifies any misconceptions & adds any important missing information.
- to interact with the text and make connections
- to break large pieces of text into smaller text and build comprehension
- scaffolding with students who need extra support
How to use:
1. Teacher breaks reading into smaller "chunks". Each chunk needs to cover an intact portion of the overall passage.
2. Various students are assigned to read the different sections of the text (only a few students read the same sections.)
3. Students use during reading strategies to help them make connections and comprehend the text.
4. Students with the same portion of the text form an "expert group" to discuss the main ideas & important parts form the
text.
5. One member from each of the "expert groups" is then grouped with one member from each of the other "expert
groups".
6. Each "expert" then explains the main ideas & important parts of his/her chunk to the new group.
7. Each group shares aloud with the class all information they got from the "experts" & the teacher records this on the
board.
8. Teacher clarifies any misconceptions & adds any important missing information.
Slavin, R.E. (1980). Cooperative learning in teams: State of the art. Educational Psychologist, 15,93-111.