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Strategy Guide

Using the Jigsaw Cooperative Learning Technique

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Using the Jigsaw Cooperative Learning Technique

Grades 3 – 8

Scott Filkins

Scott Filkins

Champaign, Illinois


National Council of Teachers of English

Strategy Guide Series Differentiating Instruction

See All Strategy Guides in this series 


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Steven Wright

October 25, 2013

I have used the strategy in teaching Shakespeare's Hamlet. I divided the student into students who had theater exerpience or had previously studied Shakespeare; this was my expert ground. The other group was students to whom Shakespeare was unknown. I focused on three speeches in Hamlet: the ghost's speech to Hamlet, Polonius' speech to Laertess, and, of course, the "To Be or Not To Be" Speech. Students were to study the speech and discuss it's meaning and importance to the action of the play. The first task was to be able to read and understand this speech. The members of the expert group facilitated this well and soon everyone was comfortable reading the play. The discussion then advanced to the other issues such as the importance of the speech to the play.
I found that the students soon put aside their reservations and eagerly entered into the discussion. Moreover they retained their knowledge of the play long after the class was over.



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