Which strategy assigns learners to expert groups to read a text, then reassembling into new groups with one expert from each group to teach others?

Which strategy assigns learners to expert groups to read a text, then reassembling into new groups with one expert from each group to teach others?

• A. Possible Sentence
• B. Inside-Outside Circle
• C. Jigsaw
• D. Surveys

Answer: (C)

This question is about a cooperative learning structure that organizes students into expert groups to read a portion of a text, then reassemble into mixed groups so each student teaches the others their piece. That approach is designed so every learner takes responsibility for a segment and then shares that knowledge with peers, building understanding through teaching and collaborative discussion. Why this works well for reading: students deep-dive into a specific portion of the text in their expert group, discuss meaning, clarify vocabulary, and identify key ideas. When they return to their home group with one expert from each group, they explain their portion, answer questions, and help peers synthesize the whole text. This turn-taking reinforces comprehension, reinforces language production, and gives students multiple exposures to content from different perspectives. In contrast, other strategies focus more on discussion circles or data collection rather than the explicit teacher-for-peers structure of sharing expert knowledge. While those methods have value, they don’t consistently provide the built-in accountability and interdependence that involve teaching peers from varied parts of the text.

This question is about a cooperative learning structure that organizes students into expert groups to read a portion of a text, then reassemble into mixed groups so each student teaches the others their piece. That approach is designed so every learner takes responsibility for a segment and then shares that knowledge with peers, building understanding through teaching and collaborative discussion.

Why this works well for reading: students deep-dive into a specific portion of the text in their expert group, discuss meaning, clarify vocabulary, and identify key ideas. When they return to their home group with one expert from each group, they explain their portion, answer questions, and help peers synthesize the whole text. This turn-taking reinforces comprehension, reinforces language production, and gives students multiple exposures to content from different perspectives.

In contrast, other strategies focus more on discussion circles or data collection rather than the explicit teacher-for-peers structure of sharing expert knowledge. While those methods have value, they don’t consistently provide the built-in accountability and interdependence that involve teaching peers from varied parts of the text.