I am frankly fascinated by Jigsaw because I think it presents to us a number of paradoxes. On the one hand, it is a very simple technique for arranging classroom activity, in the language classroom and in other classrooms. We can spend a lot of time just talking about Jigsaw as a technique and how to carry out this technique in the most efficient way possible. That is, in fact, what I want to do for the most part, to talk about maximizing the value of Jigsaw. But on the other hand, we can look at it as the window to a very broad discussion of educational philosophy because Jigsaw, as an activity, is representative of a fundamentally different view of teaching and learning than most of us are accustomed to. If we are accustomed to looking at teachers and learners as playing a variety of roles in the classroom, it is something that we probably learned in our professional development more than we experienced it as students ourselves. And so, to talk about introducing Jigsaw into a classroom is really more than introducing a technical change. It is introducing a very different philosophy of teaching and learning. So we can look at it at a very broad philosophical level or we can look at it from a practitioner's perspective, as a technique.