Expediting learning through peer teaching: experiences with the Jigsaw technique

Abstract

When designing a teaching session, lack of time and the weight of custom and practice can lead to methods being repeated routinely (Woods, 2013a). The institutional context and student demographic are also fundamental in determining teaching design (Fry, Ketteridge & Marshall, 2015). In this feature, a versatile teaching method (Jigsaw) is described with reference to theories of learning. Examples of its application in professional learning contexts are presented and discussed. D.I.