by:
  Joan Maloof

  Introduction

Using cooperative learning techniques in the college classroom increases students’ mastery of course content, use of higher-level reasoning skills, enjoyment of the learning process, and social skills (Cooper and Mueck 1990, Johnson and Johnson 1991, Lord 2001). Research shows that the retention and achievement of minority students increases when cooperative learning techniques are used (Posner and Markstein 1994, Treisman 1985). Despite its proven advantages, and its frequent use in the elementary and secondary classroom, cooperative learning has been used less often in the college classroom.

One reason for this disparity is that elementary and secondary teachers have usually studied various educational techniques — including cooperative learning — as part of their undergraduate or graduate education. College teachers, however, must have the time and the initiative to learn about cooperative techniques on their own. Consequently, they often attempt cooperative learning by merely having students “work together in groups.” Students are seldom given explicit directions and practice with the type of skills necessary for effective group work, and often the group time is not formally structured. Attempts of this nature are usually unsuccessful.

In this paper I will describe a successful cooperative learning technique called the “jigsaw”. The jigsaw technique was first introduced by Aronson, Blaney, Stephan, Sikes, & Snapp (1978) for use in the K-12 classroom. It was later modified by Slavin (1991), and described as jigsaw II. Clarke (1994) also described various approaches to the jigsaw method. Here I describe the jigsaw method I use, which works in the college classroom. The jigsaw method can be used with any written material, but I have found it especially useful in aiding students’ comprehension of readings from the primary literature.

• Introduction
• Primary Sources and Course Design
• Using the Jigsaw Method
• Communication, Accountability and Knowledge
• Summary
• Appendix A
• References
• print version