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Jigsawing

A cooperative learning strategy where each group researches a different piece of a puzzle, then shares their findings so the whole class can solve the bigger problem.

Group work
Jigsawing diagram

What is jigsawing?

  • Divide the class into groups, each assigned a different aspect of a topic
  • Groups research their piece within a set time limit
  • Groups devise a clear way to communicate their findings to others
  • Groups share findings and the class uses the collective information to solve a bigger problem

How it works

Jigsawing divides a large topic into pieces, like a jigsaw puzzle. Each group is given a different piece to research in depth. No single group has the full picture. When groups come back together and share their findings, the class assembles the complete picture from the combined knowledge.

The power of jigsawing is interdependence. Every group's contribution matters because no one can solve the bigger problem without hearing from all the others. This creates genuine motivation to research thoroughly and communicate clearly.

During the research phase, groups must not only find information but devise a clear way to present it. This communication challenge is as important as the research itself. Groups share their findings with the whole class or with mixed groups containing one member from each original group.

Further discussion follows: "Now that we have all the pieces, what do we think?" This synthesis stage is where the deepest thinking happens, as learners integrate multiple perspectives and pieces of information to form their own understanding.

Jigsawing links well with placemat activities on a large scale and with Venn diagrams for comparing the different pieces.

Classroom example

A Year 8 Humanities class in a Monmouthshire school is exploring the question: "How did the lives of the poor and rich compare in the Middle Ages?" Group 1 researches schooling for the rich, Group 2 schooling for the poor, Group 3 clothing of the rich, Group 4 clothing of the poor, and so on. Each group presents their findings. Learners then use the combined information to write a comparative essay. The depth of their writing far exceeds what they could achieve from a textbook alone because they have heard first-hand accounts from "expert" peers.

Curriculum for Wales connection

Jigsawing develops the "Develop" strand of thinking skills through generating and developing ideas collaboratively. It builds cross-curricular literacy through research, presentation and synthesis, and supports the Four Purposes by developing "enterprising, creative contributors" who can work effectively in teams.

Rainbow Curriculum's Thinking Tools lens helps you plan where cooperative learning strategies appear across your curriculum, ensuring collaborative skills are developed deliberately.

Tips

  • Set clear time limits for the research phase. Without deadlines, groups drift.
  • Ensure each piece is roughly equal in difficulty and importance. If one group's piece is trivial, they disengage.
  • A common pitfall: groups only learning their own piece deeply. Build in accountability so everyone must understand all pieces, not just their own.
  • Combine with placemat activities so individuals contribute before the group discusses.
  • Use mixed-ability groups so every group has a range of skills to draw on.

Source: Adapted from "How to develop thinking and assessment for learning in the classroom", Welsh Assembly Government, Guidance 044/2010.