What are some strategies to differentiate instruction and support diverse learners in jigsaw groups?

Jigsaw groups are a cooperative learning technique that can engage and challenge students with different abilities and backgrounds. In a jigsaw group, each student becomes an expert on a specific topic and then teaches it to their peers in a mixed-ability group. This way, students learn from each other, develop communication and collaboration skills, and deepen their understanding of the content. But how can you differentiate instruction and support diverse learners in jigsaw groups? Here are some strategies to consider.

1 Choose appropriate topics

The first step is to choose topics that are suitable for jigsaw groups. The topics should be relevant, interesting, and manageable for the students. They should also be aligned with the learning objectives and standards of the curriculum. Avoid topics that are too broad, too complex, or too controversial, as they might overwhelm or confuse the students. Instead, choose topics that can be divided into subtopics that are clear, concise, and connected.

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Sherri O Chisolm

Training Assistant @ South Carolina Department of Revenue | Training & Facilitation Certificate
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One thing I have found helpful is knowing your target audience . Take the time to look over your roster to see who is attending, then send out a quick survey that asks specific questions and then build your topic/topics based of the responses. I agree topics should be clear, concise, and connected. You want to grab your audience attention within the first 3-5 minutes.

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2 Provide scaffolds and resources

The second step is to provide scaffolds and resources that can help the students learn and teach their topics. Scaffolds are supports that guide the students through the learning process and gradually fade away as they become more independent. For example, you can provide graphic organizers, checklists, rubrics, or sentence starters to help the students organize, summarize, and present their information. Resources are materials that provide the students with the content and context of their topics. For example, you can provide texts, videos, images, or websites that are accessible, accurate, and engaging for the students.

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Jean Elizabeth Hoins

Curriculum Developer| Upper Elementary Teacher
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In my experience the use of "Choice Boards" with familiar options, help groups of students delegate, summarize and present their new learning experiences. They also guide their engagement with texts and/or tasks, as they become familiar with the expectations built into the choice boards. The choice boards are supported by rubrics that express the extent to which expectations have been met in a clear, constructive way so that students can assess their own work both individually and collectively.

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3 Differentiate by readiness, interest, and learning profile

The third step is to differentiate by readiness, interest, and learning profile. Readiness refers to the level of prior knowledge and skills that the students have on the topic. Interest refers to the personal preferences and motivations that the students have for learning the topic. Learning profile refers to the preferred modes and styles of learning that the students have, such as visual, auditory, or kinesthetic. You can differentiate by grouping the students according to their readiness, interest, or learning profile, or by offering them choices of topics, scaffolds, resources, or products.

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Sam Wood

Secondary Education Teacher | Traveler | Writer | Life-long Learner.
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When determining topics, allow students to choose based on their interest levels. Student choice has a direct link to increased student engagement in the classroom, especially for students already struggling with academic concepts and tasks. Giving them the opportunity to show their expertise in an area of their choice builds their confidence, which later translates to positive risk-taking.

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Jean Elizabeth Hoins

Curriculum Developer| Upper Elementary Teacher
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I agree, but lets not discount the importance of personality. A teacher should know their students as complex individuals and be sensitive to the whole child. Any child's learning behaviors can vary depending on a given task, personal connections, and individual life experiences.

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4 Monitor and adjust

The fourth step is to monitor and adjust your instruction and support based on the students' progress and feedback. You can monitor the students' learning by observing, questioning, or assessing their work. You can also ask the students to self-monitor and self-assess their learning by using reflection tools, such as journals, exit tickets, or portfolios. Based on the data and information that you collect, you can adjust your instruction and support by providing more guidance, challenge, or differentiation as needed.

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Jean Elizabeth Hoins

Curriculum Developer| Upper Elementary Teacher
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This is what teaching is all about. Reflection tools are invalaluable and help guide instruction. Reflection tools give students ownership of their own learning and impart a sense of personal responsibility and confidence in their work. The teacher takes on the role of guide who can make suggestions, provide additional resources and inspire conversation around topics. Self-assessment is a life skill that can arguably be more important than the content, or task that the students are working on at a given time. Metacognition strategies are invaluable.

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5 Celebrate and extend

The fifth step is to celebrate and extend the students' learning and achievements. You can celebrate the students' learning by providing positive and constructive feedback, recognition, or rewards. You can also encourage the students to celebrate each other's learning by sharing compliments, questions, or suggestions. You can extend the students' learning by providing opportunities for them to apply, transfer, or extend their knowledge and skills to other contexts, such as projects, problems, or simulations.

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Jean Elizabeth Hoins

Curriculum Developer| Upper Elementary Teacher
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In my experience, "guided sharing" helps children learn from each other. It also teaches them how to have thoughtful conversations about their thinking, and their work. Let's not discount listening skills, thoughful questioning, as well as the development of metacognition capabilities in response to feedback from others.

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6 Reflect and improve

The sixth step is to reflect and improve your practice and effectiveness as a teacher. You can reflect on your practice by evaluating your goals, strategies, and outcomes. You can also solicit feedback from your students, colleagues, or mentors. Based on your reflections and feedback, you can improve your practice by identifying your strengths, weaknesses, and areas for improvement. You can also seek professional development opportunities, such as workshops, courses, or coaching, to enhance your skills and knowledge.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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What are some strategies to differentiate instruction and support diverse learners in jigsaw groups?

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1 Choose appropriate topics

2 Provide scaffolds and resources

3 Differentiate by readiness, interest, and learning profile

4 Monitor and adjust

5 Celebrate and extend

6 Reflect and improve

7 Here’s what else to consider

Cooperative Learning

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