Jigsaw Activity

A cooperative learning technique in which each learner holds a unique piece of information that others need, creating genuine information gaps and positive interdependence. Developed by Elliot Aronson in 1971 at the University of Texas, Austin, originally to reduce racial conflict in newly desegregated schools. The technique has since become one of the most widely used cooperative structures in language teaching.

How It Works

Classic Jigsaw Procedure

1. Home groups: Learners are divided into small groups (e.g., groups of four)
2. Expert assignment: Each member receives a different text, section, or piece of information (A, B, C, D)
3. Expert groups: All the As meet together, all the Bs together, etc. They read/study their material and discuss it until they understand it thoroughly
4. Return to home groups: Learners return to their original groups and take turns teaching their piece to the others
5. Synthesis: The group completes a task that requires all pieces of information

Variations

• Jigsaw reading: Different groups read different texts on the same topic, then share
• Jigsaw listening: Different groups listen to different recordings
• Cross-text jigsaw: Groups receive the same information in different formats (text, graph, audio)

Why It Works

• Genuine communication purpose: Learners must explain clearly because their partners have no other way to access the information
• Positive interdependence: No one can complete the final task alone; every member's contribution is essential
• Individual accountability: Each learner is the sole expert on their piece
• Maximises speaking time: During the teaching phase, every learner speaks extensively
• Develops multiple skills: Reading/listening (input phase), speaking and listening (teaching phase), sometimes writing (synthesis)

Language Generated

Jigsaw activities naturally elicit:

• Explanation and paraphrase ("So basically, what it says is...")
• Clarification requests ("What do you mean by...?")
• Comprehension checks ("Do you understand?")
• Summarising ("The main point is...")
• Negotiation of meaning

Design Considerations

• Information pieces should be roughly equal in length and difficulty
• The synthesis task should genuinely require all pieces; if learners can complete it with partial information, the interdependence breaks down
• Pre-teach key vocabulary that learners will need to explain their piece
• Monitor expert groups carefully to ensure understanding before the teaching phase

Theoretical Support

The jigsaw embodies key principles of CLT: communication driven by genuine need, negotiation of meaning, and focus on message over form. It also aligns with Cooperative Learning research (Johnson & Johnson 1994) showing that structured interdependence produces better outcomes than unstructured group work.