Learners begin in small groups where everyone in each group has been assigned to review the same information, but every group is reviewing different information from other groups. Each group discerns the key points in the material. After they have finished, the groups reshuffle to form new groups with one person from each old group. In these new groups, students take turns teaching each other the key points in the material.
Jigsaw Discussion
| Individual / Group Activity: | Group |
| Class Size: | Small (<25) & Medium (25-50) |
| Bloom’s Taxonomy Level: | Apply |
| Development Initial: | Transitional Knowing |
| Minimum Time to Facilitate: | 16 – 30 Minutes |
| Minimum Time to Debrief: | < 15 Minutes |
| PDFs: | Here |
Discipline-Specific Examples 
STEM (Science, Technology, Engineering, and Mathematics)
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Humanities
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Social Sciences
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Co-Curricular
(experiences outside of the formal classroom but contribute to student learning)
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Universal Design for Active Learning
Universal Design for Active Learning
UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations
If moving between groups is not viable, structure transitions to ensure physical access. Designate a note-taker in each group for auditory processing needs.
Timing & Pacing
Allow sufficient time in the expert phase. Rushing may leave students underprepared to teach peers.
Social Interaction
Allow preparation of notes or talking points before teaching. Avoid requiring impromptu peer instruction.
Information Accessibility
Provide written materials or guiding questions for each expert topic, accessible during both phases.
Ways to Participate/Express
Allow teaching verbally, through written summaries, or using visual aids prepared in the expert phase.
Online Adaptations
Coming Soon!
Additional Resources
Hedeen, T. (2003). The reverse jigsaw: A process of cooperative learning and discussion. Teaching sociology, 31(3), 325-332: https://www.jstor.org/stable/3211330?casa_token=U2oHMDItL0sAAAAA%3AeOyshRl4jLpgOOWCC0prXG0rx3XtSaTlYzUDLBFFiwFDN3WtmfMUeo9u-OmDF2xGGFduE-DaPextYTFKAXv-G5Tthx8z8SUCQw1TM_i5fmnpzxrT0w
Benton, Jr, R. (2016). Put students in charge: A variation on the jigsaw discussion. College Teaching, 64(1), 40-45: https://www.tandfonline.com/doi/full/10.1080/87567555.2015.1069725?casa_token=bTyqXd8y_DkAAAAA:XyNNDud0dkxvleJ4yBr2mrehkaKwmcXZ00QFg0ktXnHtRx3iY-v5tRw2xHIlpNl_iEoqO5eoofE
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