I find wristbands to be particularly useful when I am including jigsawing in my lessons. They are great for grouping and pupils love them! Rubber wristbands are easily found on the internet. I bought mine from Ebay.
This is a re-blog post originally posted by Siobhán Morgan and published with kind permission.
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- Pupils are in groups and learn about a topic or concept.
- Pupils form new groups with a representative of each topic from each of the original groups.
- All pupils should have learnt about each of the topics.
- Pupils go back to their original groups to share what they have learnt and consolidate their learning.
All red pupils learn about a specific topic or concept, whilst pupils with a different coloured band learn about something else. It is then easy to form new groups with pupils of each different colour. They are then able to share their knowledge of each topic or concept so that by the end of the time, all pupils should have learnt everything you need them to.
Problems can occur when pupils have not spent their initial learning time effectively as this can mean that some groups do not benefit from all the knowledge you intend them to gain. Ideas for overcoming this include pairing up pupils (particularly effective for lower ability pupils); giving each group time to discuss and summarise their topic before imparting what they have learnt on the other groups; providing the newly formed groups with additional resources to support them in learning about the additional topics that they weren’t originally responsible for.
I find that providing additional time at the end for the original groups to reform provides an opportunity for pupils to reinforce and consolidate their understanding of the different topics. It also prevents any pupils being disadvantaged by being in the second group with any pupils who may have originally been disengaged in their part of the information gathering.
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