Jigsaw with Wakes – building cooperative learning in academic settings

Proceedings of The 5th International Conference on Research in Education, Teaching and Learning

Year: 2022



Jigsaw with Wakes – building cooperative learning in academic settings

Raya Stolyar



Covid-19 has necessitated changes in many traditional teaching and learning formats. This presentation will discuss a program for an academic course on Pedagogical Grammar developed during the pandemic. It was important to promote independent and cooperative learning among future EFL teachers even during the pandemic.  In order to do this, a Jigsaw-based learning program in conjunction with a digital portfolio was developed.  Jigsaw is formed when each member of a team is responsible for teaching other members a set of learned materials. (Ledlow, 1996).  As a result of the Jigsaw strategy, students’ reluctance to participate in class discussions is reduced as they feel accountable to their peers for making sure that they understand the subject. In the course described, the students also used a digital platform called Wakelet to create a portfolio of their learning. They were encouraged to reflect on their work, take ownership, and act independently.   Students perceived the Pedagogical Grammar instruction with jigsaw as more cooperative and more student-centered.  They appreciated most working with others and getting help, discussing and sharing information and teaching others, and they enjoyed the jigsaw context.  The benefits of this program can be extended beyond the pandemic.  With Jigsaw, students become more engaged in each other’s learning and participate equally inside and outside the classroom.

keywords: Digital portfolio, independent learning, innovative pedagogy, teacher training, Wakelet.