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Implementing Jigsaw on Zoom

by Nahla Nassar | 23 Feb 2021
Resource Description: The aim of this resource is to describe how the Jigsaw Method can be implemented on Zoom
Audience: Teacher Training
Audience Language Proficiency: Advanced
Duration: 2 hours
Materials and Technology:

Zoom and breakout rooms for the activity

Online ICT tools for assessment 


Reading skills

Speaking skills

Collaborative skills

Analytical skills


The students will be able to:

  • discuss academic material with their peers
  • compose an analysis of academic material
  • teach a segment of the material to their peers
  • show understanding of the material by taking a quiz
Activity Description:

 What is the Jigsaw Method?

The Jigsaw method is a cooperative learning technique that includes a jigsaw and expert group. The instructor divides the academic material amongst the jigsaw group members who then join expert groups with the same material. Each expert groups studies their assigned material and then the expert group members return to their jigsaw groups to teach the material to their peers and take a quiz (Schul, 2011).


Jigsaw on Zoom

1)Start your session by explaining the activity, the aim and the procedure of the Jigsaw method and the expected outcome.

2) Open breakout rooms on Zoom

3) Invite the students to join a jigsaw group in breakout rooms where each student explores one segment of the topic for that session. Save a list of the jigsaw group members.

4)While students work on their activities in breakout rooms, work on putting together a list of expert groups (students responsible for the same segment from each jigsaw group join the same expert group).

5) Bring the participants back to the main room and invite them to join their new expert group breakout rooms. This is where they will work on developing their ideas, mastering their segment and preparing for the presentation.

6) Bring the participants back into the main room and create new breakout rooms based on the first jigsaw group division.

7) Students will then join their original jigsaw groups and present their segment to the group. Group members should be encouraged to ask questions.

8) Optional: bring the students back to the main room to complete an assessment to check group knowledge development understanding. Suggested ICT tools for assessment: Socrative, Google Forms, Kahoot.

Note: This instructor serves as a facilitator of the learning process.


An Example: Using the Jigsaw Method for Cooperative Learning of a Poem

1)     Jigsaw groups: On Zoom, group students in jigsaw groups in breakout rooms with a copy of the poem for a first reading (example: The Road Not Taken by Robert Frost). Then, divide the jigsaw groups based on the number of stanzas in the poem (Example: four students in each jigsaw group based for the four stanzas of The Road Not Taken). Each student from the jigsaw group is allocated a specific stanza (student 1- stanza 1, student 2- stanza 2 etc.) which is explored by the student (vocabulary, themes, literary techniques).

2)     Expert groups: reorganize the breakout rooms based on the stanzas so that students who explored stanza one join group 1, students who explored stanza 2 join group 2 etc. In their expert groups, the students work on a deeper understanding of the stanza. The aim is for the experts to rejoin their jigsaw groups with a deeper understanding of their specific segment after exploring it with the expert group.

3)     Jigsaw groups: students return to the main room and then join new breakout rooms which include their original jigsaw group members. There, students take turns to explain and present their allocated stanza to the other group members to ensure understanding.

4)     Assessment: students return to the main room to take a quiz to show understanding of the poem.

  • Schul, J. E. (2011). Revisiting an Old Friend: The Practice and Promise of Cooperative Learning for the Twenty-First Century. The Social Studies, 102(2), 88–93.
  •  The Jigsaw Classroom. (2000). Https://Www.Jigsaw.Org/.
Uploaded Files:
TESOL Interest Section: Computer-Assisted Language Learning