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Jig Saw “Sell”


Group members become experts in different parts of the content and “sell it” (teach with enthusiasm) to their home group members.


  • Assignments for each expert group
  • Jig Saw “Sell” template, copied or projected (English/Spanish)


  1. Organize students into home groups of 4, then number off 1-2-3-4 to form expert groups.
  2. Assign each expert group a topic, step in a process, or section of content.
  3. Expert groups use the Jig Saw “Sell” template to:
    • Collaborate and dig deeply into their assigned topic
    • Summarize how to “sell” the important information in 5 key selling points
  4. Experts return to their home groups and have 1 minute each to sell the importance of their topic.
  5. Observe students’ thinking and clarify/verify as appropriate.
  6. Have students summarize all 4 parts of the content through a graphic organizer, journal entry, or note-taking device.

Classroom Management

  • Role-play the movement between home groups/expert groups.
  • Allow students to move one group at a time.
  • Facilitate each expert’s 1-minute “sell” through teacher signals or cues.


  • Promote access to text by providing auditory, summarized, or electronic text offered text in manageable chunks.
  • Promote access by providing visually supported text, partnering with a supportive peer for read-alouds, and/or allowing text-to-speech supports.
  • Provide response support by allowing students to record their selling points through an audio/visual support or allowing students to dictate ideas to a scribe.
  • Provide response support by allowing speech-to-text or word prediction supports if completing with a digital version of the Jig Saw “Sell” template.

Think It Up!

  • Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
    • How do all the expert group ideas connect?
    • Explain a cause/effect relationship between two of the expert groups’ ideas.
  • Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.