Reading Process The Jigsaw Method A Look at One Strategy 3 Moments in the Teaching of Reading PREPARING LEARNERS INTERACTING WITH TEXT EXTENDING UNDERSTANDING Task 4 Task 5 Task 6 Task 1 Task 2 Task 3 Task 7 Task 8 Task 9 TEXT Activate prior relevant knowledge Focus attention to concepts to be developed Introduce vocabulary in context Focus on understanding on a manageable chunk Reconnect chunk to whole text/focal topic Establish connections between ideas within text Connect ideas learned to other ideas outside the text Apply newly gained knowledge to novel situations or problem-solving Create or recreate based on new understandings WestEd, Quality teaching for English Learners, 2008 TEXT From Walqui (2008, September) Lesson Objective: Preparing Learners Quick Write Students activate background knowledge and connect lesson topic to personal experiences Pair Share Students share related experiences with partner Group Round Robin Students share (1) partners experience with group, (2) as well as their own experience Interacting with Text (Using Jigsaw Cooperative Learning Strategy [see frames 4, 5, 6]) Anticipation Guide Students judge statements about the topic of the readings Discussion in Base Group Students discuss their predictions with their base group Individual Reading with Expert Group Students join leveled reading group/sub-topic group Discussion and Writing with Expert Group Students check comprehension of the text and summarize relevant points in writing Sharing with Base Group Students return to base group and exchange the information they acquired Extending Understanding Comparison with Base Group Students extend their knowledge by comparing and synthesizing the information from the different sources Applying/Problem Solving/Creating using acquired knowledge with Base Group Students create a poster with an idea map/illustrations/quotations, they may create a dialog or role play to perform; they may apply knowledge to solve a problem Completing Anticipation Guide Students find evidence to confirm or refute prior judgments about statements Model QTEL lesson plan template. Adapted with minor changes from Walqui and van Lier, 2010 A B C D A B C D A B C D BASE GROUP EXPERT GROUP Students work in heterogeneous groups to prepare for the main class reading Text A Text B Text C Text D Jigsaw Strategy* * This social learning strategy was introduced by Aronson in 1978. From Walqui (2008, May) A B C D A B C D A B C D BASE GROUP EXPERT GROUP Students work in heterogeneous groups to prepare for the main class reading Jigsaw Strategy A B C D A B C D A B C D A B C D BASE GROUP
Text A
Text B
Text C
Text D
Students share their readings and prepare an informational text From Walqui (2008, May) Matrix for jigsaw information collecting Information from Text A Information from Text B Information from Text C Information from Text D
Focal question 1
Focal question 2
Focal question 3
The focal questions can be different for students on different levels of English language proficiency (ELP). The texts can be on different reading levels; they can be of different length, or have different forms of contextual support (visual, glossary, annotation). The teacher can provide scaffolding to the expert group that needs it.