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How Do You Like These Flipping Jigsaws?

Posted by on in Flipped Classroom
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jigsaws I always liked the concept of jigsaw activtities: to give students more ownership of their learning, to use class time differently, to invite some creativity, etc. The Expert Groups meet for 1 or more class periods to learn about a sub-topic and to prepare a short presentation about it. Then students break into the Home Groups to spend another class period or two teaching each other. However, in real life these activities can quickly get messy and unproductive: 

  • Some students read their material more slowly than others; other students rush through the individual work in their Expert Group. 
  • The volume level in the classroom distracts some students as they try to learn their topic for the first time.
  • What about students that were absent on the learning day? Jigsaws typically take 2 or 3 days to complete, so you get the problem of a student who missed the time in their Expert Group... what's he/she supposed to do now?

 If you flip your jigsaws, then the Expert Groups can learn the material outside the classroom, at their own pace and with as much multimedia as you provide. Give them a couple nights to watch / listen to / read whatever you provide. Each student takes the time he/she needs, in a more appropriate location, regardless of their attendance at school. The small group peer pressure should help ensure that most or all come to class prepared. Let the Expert Groups meet briefly (less than a class period) to prepare and align their mini-presentations -- this is an important quality assurance step.  Then break student into the Home Groups and let the teaching begin!   


organizationThe Civil War Trust has a fantastic set of informational videos about various aspects of the war.  Last June, I used these topics for the Expert Groups in a flipped jigsaw. I'm very glad that I assigned such short videos, because students re-watched them to improve their understanding. We use Schoology, which allowed me to individually assign videos. On a regular website you could list all the video links on the same page, and then list the names of individuals or groups next to their assigned video.

 I believe this strategy will work for veteran flippers AND any first-timers.  You don't need to establish a special grading policy, quiz format, or website.  It can be a good way to try different video formats and providers (some watch a Youtube clip, others view a TEDTalk, etc.), and introduce your students to this kind of homework. If the flipping flops, then you can walk away without having wasted much time and effort. If it flipping rocks, then build on the strengths and lessons of this experience to try again with your next unit!

Elsewhere I have advice for flipping newbies: work with a colleague your very first time!


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Andrew Swan teaches 8th-grade US History in Newton Massachusetts for the past 11 years, and has been "flipping" the classroom for two years. He and his colleague have presented about flipped instruction at a regional education conference and within their own district. They also have several more PD workshops scheduled for later this year. He earned a B.A. in History at Yale University (2000), and received a Master's degree in teaching from Simmons College (2004). In his career, Andrew has taught English, Journalism, Geography, Ancient History, and US History at four different middle schools since graduating from college. You can follow Andrew on Twitter @flipping_A_tchr, steal clips from his Youtube channel (https://www.youtube.com/user/aswan802/videos), and read his other blog linked above.

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Guest Friday, 28 October 2016