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Jigsaw Summary
Jigsaw groups (adapted from Aronson, 1978) provide students a way to build
summarizing habits while also pushing them to communicate meaningful
information with other students. Students in one group become experts on a
portion of the text and the experts then teach text to students that did not
read the text.
Procedure:
1. Divide
2.
the chosen text into three to five sections. Plan to have the same
number of students in each group as there are text sections.
Prepare
3.
an Expert Sheet or study guide that will help students become
experts as they summarize a section of text. The sheet may have
questions (open-ended), a task, and/or a graphic to fill in, and so on.
Use
4.
a random number or other method to create home groups. Then
assign each student a letter that corresponds to his or her expert group
and the text that the group will study.
Have students
5.
with the same letters get together in expert groups and
read silently their assigned section.
Agree upon the major points to share back with your home group.
• Share major points, passages that provoked reflective thought, and
words or phrases that “stood out”. Include the big ideas that if
missed would dilute deeper understanding of the text. Clear up any
confusion and surface any remaining questions with the experts in
your group.
• Agree on the key points to share with your home group in order to
help them learn the content without having read it. Provide
examples that might help explain the key points.
• Add any key points, ideas, and phrases that your group agreed to
share that you did not initially include.
• When prompted by the teacher, return to your home group and
share the key points, words, phrases, and examples with students
who have not read it.
6. Have experts
7.
report back to their home groups to summarize and teach
the important parts of their section.
Report out to the class.

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Jigsaw summary 20110329_115507_61

  • 1. Jigsaw Summary Jigsaw groups (adapted from Aronson, 1978) provide students a way to build summarizing habits while also pushing them to communicate meaningful information with other students. Students in one group become experts on a portion of the text and the experts then teach text to students that did not read the text. Procedure: 1. Divide 2. the chosen text into three to five sections. Plan to have the same number of students in each group as there are text sections. Prepare 3. an Expert Sheet or study guide that will help students become experts as they summarize a section of text. The sheet may have questions (open-ended), a task, and/or a graphic to fill in, and so on. Use 4. a random number or other method to create home groups. Then assign each student a letter that corresponds to his or her expert group and the text that the group will study. Have students 5. with the same letters get together in expert groups and read silently their assigned section. Agree upon the major points to share back with your home group. • Share major points, passages that provoked reflective thought, and words or phrases that “stood out”. Include the big ideas that if missed would dilute deeper understanding of the text. Clear up any confusion and surface any remaining questions with the experts in your group. • Agree on the key points to share with your home group in order to help them learn the content without having read it. Provide examples that might help explain the key points. • Add any key points, ideas, and phrases that your group agreed to share that you did not initially include. • When prompted by the teacher, return to your home group and share the key points, words, phrases, and examples with students who have not read it. 6. Have experts 7. report back to their home groups to summarize and teach the important parts of their section. Report out to the class.