Expert and Jigsaw Group Variation and Demonstration
                                              Interactively diverse, efficient and fast sharing of information in small groups
                                                                                             By Mr. Brant’s class

“Expert groups” is an important part of Professor Elliot Aronson’s “Jigsaw Classroom.” The method is described at jigsaw.org:
1.Divide a lesson into segments with each member of a “jigsaw group” independently reading a different segment while physically in the same group. Select the most capable member to lead usually 5-6 members/segments.
2.After members read over their material twice, jigsaw groups break up with members studying the same segment joining together in “expert groups.” Expert group members discuss the main points of their segment, assembling and rehearsing a presentation that each will give after returning to their jigsaw group.
3.Members rejoin jigsaw groups and give their segment presentations.
4.The presentations prepare members for a class quiz on the full lesson.
My Expert and Jigsaw Group Variation
• This variation offers more efficient use of class time by encouraging reading and grading outside of class. This is more appropriate in higher education than K-12, where students have more understanding, discipline and value for completing reading and assignments outside of class than dedicating class time to insure reading and assessment is completed.
• The instructor has the whole class’ attention during the lecture or presentation critique.
• Electronic sharing and record of group work within members is encouraged, including possibility of instructor feedback or grading later.
• It also has a system to better organize and promote more exchange of information and diverse
interactions in subsequent class sessions, regardless of the topic.
Students independently READ BEFORE CLASS where the instructor may lecture, organize and present topics before and/or after group discussion. This uses class time more for member interaction to refine and express understanding the topic than for reading or quiz assessment. Initially divide students into “expert groups” of separate topics, where they discuss and organize their topic, written by the group “secretary” to later present to class with possible immediate instructor critique, or submit for later grading.
A number system can organize and inform students what topic, table and chair they have to start (e.g. topic 2, table 2, chair 0 = code 220). All numbering follows a clockwise pattern around the room. The number for topic and table begins as the same, but if number of tables is greater than topics, topic numbering repeats the same order for those tables. Expansion of this allows systematically different combinations of members at tables for each class session, using their chair number in clockwise direction, to indicate how many tables away where they will move for their standard MOVEMENT in the first class session, standard MOVEMENT + 1 table for the next class session, MOVEMENT +2 tables for the following session and so on. This is an exciting way to promote cooperative, yet diverse interactions between students!
This presentation and rule-driven diagram will help people understand what topic number they will discuss in their initial small-group and which small-group table or room they will move to next and present their understanding of their previous discussion by order of topic numbers. Expert Groups can be conducted physically in small-groups at Tables in a room or by videoconference in virtual small-group rooms.
EX. 4-Topic Discussion and Presentation
In small-groups at Tables in a physical room or by videoconference in small-group rooms
A. Topics are assigned and discussed
Topic #1 begins discussion at Table 1 & 5.
Topic #2 begins discussion at Table 2 & 6.
Topic #3 begins discussion at Table 3 & 7.
Topic #4 begins discussion at Table 4 & 8.
B. Movement occurs at each table
“Secretary” at chair 0 doesn’t move
Person at chair 1 moves 1 table over to chair 1.
Person at chair 2 moves 2 tables over to chair 2.
Person at chair 3 moves 3 tables over to chair 3.
C. All persons at table present learning from discussion by Topic # order.
8 Topics are covered in pairs (1,5),(2,6),(3,7),(4,8) or divided into 2 groups of 4 Topics and follow the above procedures twice to cover both groups.