Jigsaw
The Jigsaw technique breaks a class into small mixed groups to work on small problems or research tasks that are collated into a final outcome.
For example, an assessment could be broken into several parts, with each member of the group assigned to a different section. All students looking at the same part work together to answer their section, then return to their original groups to present their work.
ICT templates
Make sure you are logged into your Microsoft (new window) or Google (new window) account before accessing these templates. For more support refer to Getting started with technology (new window).
| Office 365 | Google G Suite |
|---|---|
| PowerPoint – Jigsaw (new window) | Slides - Jigsaw (new window) |
How to use with ICT
Each topic or question can be a short independent research task. The final product of each group or the entire class could be a slide deck or a collaborative document.
Single computer
Design the task so that each group will need to use the computer for research but have non-ICT components as well. The computer task should be independent of the other parts of their subtopic or overall question. Each subtopic group gets a set amount of time at the computer. Another option may be for each group to use the computer time to publish their ideas.
External resources
| Title | Link | Description |
|---|---|---|
| Jigsaw - Teacher Toolkit | Jigsaw (new window) | A short video and guide to running a jigsaw lesson. |
| Jigsaw classroom | Jigsaw classroom (new window) | Collection of resources and tips for running a jigsaw lesson. |
Disclaimer
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Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.