8 Activity 3: Dividing Work Using the Jigsaw Method

Estimated time: 20 minutes

Objectives:

Students will be able to

• Recall study group information from Unit 2
• Conduct a sample jigsaw session as they would in a study group

Materials

1. Human Anatomy Lab Manual by Malgosia Wilk-Blaszczak

Activity

Part 1: Review Study Groups

Let’s review Lesson 3.5, Exercise 5.2 and the article “How to Form a Study Group.” It’s a great idea to vary the activities you do with your study group to keep everyone interested and to accommodate students with various learning style. The following is an example of an activity you can do with your group to learn or review material.

Part 2: How to Organize a Jigsaw Activity

1. Review the material. Divide the material into parts so that each person in the study group has one part.
2. Assign each student one part of the material. Each student is responsible for only their part.
3. Take time to read and review your own section. This can be done during the group, but it is probably best done between study group meetings.
4. Each student presents their section to the group.
   • If one student struggles during their presentation, the other students can help out by interviewing them to help them recall information. It’s very important that the group trusts and supports each other.
   • If your material is particularly challenging or you have students in the group who feel anxious about presenting, consider dividing the material differently.
     • Divide the material into larger sections and assign two students to each section.
     • Divide the material into the same sections and assign each student two sections. For example, Andy and Beth are assigned to part 1, Beth and Charles are assigned to part 2, Charles and Diane are assigned to part 3, Diane and Erin are assigned to part 4, and Erin and Andy are assigned to part 5.

Part 3: Try It Out!

Let’s practice this in a group of 5 students. Your material will be the Background section from Lab 2 of Human Anatomy Lab Manual by Malgosia Wilk-Blaszczak. You should address the text as well as the Vocabulary section.

1. How will you divide up the material? The material is conveniently divided into sections on the Vocabulary page. However, be sure that your sections are of equal difficulty or quantity. You don’t want one student to have an easy section and another to have a difficult section.
2. Assign each student to one section. Again, if you need to modify how you divide sections based on your group, try one of the suggestions above.
3. Take time to read and review your section(s). Don’t look at the other sections at all unless they overlap with your section.
4. Present your section(s) to the group.
   • If students struggle with presenting, practice interviewing them so that you can get the information you need.
   • If your section overlaps with that of another student, ask them how you’d like to add information if it’s necessary. Be respectful of the student who “owns” the section.

Reflection: How did that feel?

• Were you able to read and understand your section?
• Were you able to learn from other students’ presentations?
• What could you do differently next time?