Differentiating instruction Instructions for Jigsaw

Teacher prepares copies of four related short readings/articles or a single reading divided into four sections. The pieces are numbered 1-4 and are the pieces of the jigsaw. You will need enough copies of each piece for about ¼ of the class.

1. Students are formed into groups of four. If there are extra students, they join groups to make five. All groups need to be the same size for the activity, except for groups that add a student. There need to be as many numbered readings as there are students in a group.

2. In each group, students are designated 1, 2, 3, and 4. If a fifth student has joined a group, there will still be only numbers 1, 2, 3, and 4 in each group, but two students will have the same number designation. (Teacher may want to tell groups of five the number that students will share. You can spread out the numbers of the extra “pieces” you will need.)

3. The “1” students receive reading “1,” 2’s receive reading #2, etc. If two students have the same number, they may share one “piece” or may each be given their own reading selection and work individually on Step 4.

4. Student are given time to individually read and study their pieces. They are encouraged to underline/highlight important parts, make notes, put question marks, etc. If “pieces” are interdependent, teacher needs to give background information/overview before students begin.

5. Next, students form “expert groups.” 1’s get together with other 1’s, 2’s with 2’s, etc and help each other prepare their mini-teaching lesson. You might subdivide expert groups so there are only 3 or 4 students in each, encouraging more participation. Expert groups may develop a chart, graphic organizer, etc, to use when they go back and teach their groups.

6. Original groups reform and put the pieces together. Each student teaches his/her piece to the rest of the group, starting with the 1’s. If two students in a group have the same number, they can team teach their piece. When listening, students are responsible for ideas from the other pieces of the jigsaw and should take notes, ask questions, etc.

7. Whole-class discussion, review, assessment, etc. follow