JIgsaw and Math

I've had people teach the Jigsaw method in professional development sessions but I've never really figured out how to use it in class other than for reading the textbook.  I don't mind using it for that but I'd like to extend its usage to other areas of math.  Let's start with how the jigsaw technique works in general terms.

The first thing is to divide the reading into four segments so each group of four students can have one segment.  The idea is that each group reads and learns the material well enough to teach it to other groups because each group is an expert on that part.  This is great for reading but I want to apply it to other mathematical learning.

One place the Jigsaw technique can be used is for factoring polynomials with the leading coefficient of one.  You could break the factoring into difference of squares,  binomial squared, or the regular ones.  Or you could have students look at the situations where two factors are positive, the two factors are negative, the larger of the two factors is positive or the larger of the two factors is negative.  Let each group take one situation, become an expert in it before teaching it to the other groups.

Another situation which Jigsaw could be used when teaching the four or five different methods of proving congruent triangles, or the ways for proving similar triangles.  Both are important in Geometry and it seems to me that the Jigsaw technique would be perfect for either one of these.  In addition, it could be used for medians, altitudes and bisectors.

Think about using it for rotation, translation, dilation, or reflection in Geometry or with families of graphs showing parent graphs and their transformations.  So a group could become an expert on the transformations or with families of graphs or both.  It wouldn't be hard to create a jigsaw activity for either topic.

These are just a few ideas of topics in addition to end behaviors, continuity, trig ratios, and so many more possibilities.  I know jigsaw could be easily used for reading but what about having students become an expert is the actual process of solving processes, analyzing graphs for end behavior, continuity, etc.

They could also find real world applications for the concept to share or teach each other how to do it.  There are so many possibilities.  If they are uncomfortable in trying to do it in person, they could create a video for others to watch or they could create a slide show.  The best thing about having them create a technologically based artifact is that students can review the material time again and again.

Let me know what you think, I'd love to hear.  Have a great weekend.