Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
75 - Jigsaws
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Jigsaw activities are where learners, individually or in groups, are given a number of tasks that together will create something. Typically, this is about finding individual pieces of information that will build up into a solution to a problem. Individuals or groups work in isolation and then try to match their piece of information with the most appropriate, and so on, until the whole is identified.
This approach has an interesting focus on both the individual elements and the task as a whole. It can be a very effective way of enabling learners to see the different stages or components of a research task, and also how a conclusion is achieved collaboratively.
It could be combined with gaming in a murder mystery style (solve a mystery by locating and solving clues around the library) or with a treasure map exercise as part of an induction to the library. Ask learners to put together a guide by identifying key pieces of information, or find a number of resources for a learning pack, and so on, instead of taking them on a traditional tour.
✓ BEST FOR
• all levels of learner, but especially good with younger learners.
+ MORE
• With a slightly different brief, it could be divided into a ‘The Apprentice’- style research task, with the whole picture only revealed through collaboration at the end.
• This works best as a group exercise. Allow collaboration so a group that has found its ‘piece’ of the jigsaw can help out other groups who have yet to succeed with their task.
• This type of activity can work well as an ice-breaker – learners have to interact with each other to solve the puzzle.
: WATCH OUT
• This can fail if one of the groups does not engage or otherwise fails to find their piece of the jigsaw. Be prepared to step in if this is the case and provide help and encouragement.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 196 - 197Publisher: FacetPrint publication year: 2011