The document discusses the jigsaw reading method, its origins in language education, and its development within cooperative learning contexts. It highlights the importance of collaboration among learners for effective task completion, emphasizing dialogue, negotiation of meaning, and the necessity of input from all group members. Furthermore, it outlines the structure of cooperative learning and challenges in task design, concluding with the need for learners to utilize logic and reasoning skills.

1. Promoting interaction
through materials
design
Matthew Coomber
Ritsumeikan University

2. Jigsaw reading: background
• Developed in L1 education in
1970s (Aronson & Patnoe, 2011)
• Widely used in EFL/ESL
textbooks
• Compatible with CLT, TBL,
co-operative learning

3. Benefits of co-operative learning
• enhances student motivation
• promotes group cohesiveness
• boosts autonomy
• magnifies sense of achievement felt on
successful task completion
(Dörnyei, 2001)

4. Collaboration and learning
In order to collaborate, learners must speak to each
other. Through their dialogue, they engage in making
meaning, and debate the meaning made.
(Swain & Lapkin, 2002)
We wish to suggest that what occurs in collaborative
dialogues is learning.
(Swain & Lapkin, 1998)
But how much collaboration is really
necessary in jigsaw reading?

5. Goal structure
• Individualistic
(e.g. a swimmer trying to improve her personal best)
• Competitive
(e.g. opponents in a tennis match)
• Co-operative
(e.g. players in a basketball team)
(Jacobs, 1988)

6. Types of co-operative
goal structure
1) Players working
as individuals
within a team (e.g.
cricket, baseball)

7. Jigsaw reading:
example
Taken from Language
Leader Intermediate,
p.15

8. Types of co-operative
goal structure
2) Players working
as a unit within a
team (e.g. football,
basketball)

9. Enhanced jigsaw reading
• Answering any one question requires
input from all group members
• Co-operative dialogue and negotiation
of meaning essential for task completion
• Reasoning gap, rather than information
gap (Prabhu, 1987)
• Information must be interpreted and
connected, not simply transmitted

10. Reading One: James Finchley Reading Three: Jane Parsons
James Finchley is currently a second year student studying International Relations at Jane Parsons is a successful marketing executive with a well-known pharmaceutical
the University of Glasgow. As he has no brothers or sisters, his parents are able to pay for company. In her twenties she was very much a career woman, but when she had her first
most of his studies, although in order to increase his income he has a part time job as a child she decided to focus more on her family life. She now has four children, the oldest of
barman. He works on Friday, Saturday and Sunday evening and also has a heavy workload whom has just finished school. Tim, Jane’s husband, is an engineer, and earns just over
from his course, so has little time for socializing. James is living in a shared house with four £70,000 per year. Although she now only works part time, Jane’s salary is almost as high as
other students – two men and two women. Although he enjoys the communal lifestyle, he has Tim’s, so they are fairly well off. Next month she’s taking the kids to visit their Uncle Danny
been missing his mum’s cooking. Before starting university, James did volunteer work in in Kenya – luckily for Jane her younger sister works as a travel agent, so she could get them
Botswana for six months. In the future he’d like to work for a development agency, but he’s discount tickets on British Airways. Most of Jane’s time is taken up by her kids and her job,
worried that the salary will not be good enough. Next Thursday is his 21st birthday, so James so she’s been looking forward to just relaxing on the beach during her holiday.
has planned a big celebration with his friends and family.
Reading Two: Susanna Macdonald Reading Four: Liam Macdonald
Susanna Macdonald was born in London in 1975. She is the youngest of six siblings, Liam Macdonald has recently retired after working as a history teacher for most of
so her home was always very hectic and noisy during her childhood. She has a good his adult life. Liam loved his job, and he’s been finding it a little difficult to adapt to his new
relationship with all her brothers and sisters, but is particularly close to her youngest brother, lifestyle. Although he receives a reasonable pension (almost £3000 per month) he has to be
Danny. Unfortunately, Danny moved to Africa last year, so she hasn’t been able to see him more careful with money than when he was working. Also, he now has so much free time
recently. Susanna works in a travel agency, and was recently promoted to Assistant Branch that he often feels bored during the day. His kids have all left home, and his wife spends most
Manager. She enjoys her work, but feels she is underpaid for the hours she puts in – her older of her time doing volunteer work, so Liam is sometimes lonely. Next week, however, his
sister, Jane, earns twice as much as she does despite only working three days a week. grandson is turning 21, so Liam is looking forward to the big family party they’re holding for
Susanna is single, but bought her own apartment last year and has been enjoying the peace him. Five of his six children will be coming with their husbands, wives and children. He’s a
and quiet compared to her parents’ home. Although she has a boyfriend, it’s not really a bit disappointed that his youngest son, Danny, can’t be there, but it should be a great evening
serious relationship, and she prefers going out with her friends. even so.

11. 1) Who has been to Africa?
a) James b) Susanna c) Jane d) Liam
2) Which person is the oldest?
a) James b) Susanna c) Jane d) Liam
3) Which person lives in the biggest household?
a) James b) Susanna c) Jane d) Liam
4) Which person has the highest income?
a) James b) Susanna c) Jane d) Liam
5) What is the relationship between Liam and Jane?
6) What is the relationship between Susanna and James?

12. Enhanced jigsaw reading
• Answering any one question requires
input from all group members
• Co-operative dialogue and negotiation
of meaning essential for task completion
• Reasoning gap, rather than information
gap (Prabhu, 1987)
• Information must be interpreted and
connected, not simply transmitted

13. Step One
• Warm-up / introductory
exercise
Vocabulary preview
Mind-mapping
Discussion questions
Video clip

14. Step Two
• ‘Expert groups’
Vary time and rules
according to level
e.g. no dictionaries/one dictionary per
group/only English-English dictionary,
etc

15. Step Three
• ‘Jigsaw groups’
4 or 5 per group
give second chance to read
adjust questions to level
e.g. multiple choice options

16. Step Four
• Follow up activities
Grammar exercises
Writing tasks
Discussion questions
e.g.
1) Like James Macdonald, most university students in Britain live in shared
houses with three or four other students. Each person has their own
bedroom, but everyone shares the same kitchen, bathroom and living room.
a) What are the good points and bad points of this system?
b) Would you like to live in a shared house? Why or why not?

17. Issues and problems
• Designing tasks is time
consuming
• May appear contrived to native
English speakers
• Focus is on speaking rather than
reading

18. Conclusion
• Task design necessitates
interpretation and negotiation, not
just exchange of information.
• Learners must use logic and
reasoning skills.
• Input from all group members is
necessary for success.

19. References
Aronson, E., & Patnoe, S. (2011). Cooperation in the classroom: The Jigsaw
Method. London: Pinter and Martin.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom.
Cambridge: Cambridge University Press.
Jacobs, G. (1988). Cooperative goal structure: a way to improve group
activities. ELT Journal, 42 (2), 97-101.
Prabhu, N. (1987). Second language pedagogy: a perspective. Oxford:
Oxford University Press.
Swain, M. & Lapkin, S. (2002). Interaction and Second Language
Learning: Two Adolescent French Immersion Students
Working Together. The Modern Language Journal, 82, 320-337.