Updated July 05, 2015.

Teachers arrange their students into a variety of different instructional groups depending on the lesson or activity being conducted. Effective teachers take into consideration the individual learning style of the student, dynamics of the classroom, specific learning goal or task, nature of the content involved, and tracking of student performance.

Small group work can improve the quality and quantity of learning.

Studies show that students who work in small groups experience greater learning as compared to whole class instruction. The days of the teacher standing in front of the classroom lecturing and expecting conformity of behavior, attention, and participation during an entire period offer little opportunity for the appropriate and relevant release of mental and physical energy in the classroom. Considering the nature of the adolescent mind and body, a varying change of pace and transitioning are essential to maintaining interest and enhancing learning.  

Homogeneous Groups

Students are assigned to groups based on their abilities or specific needs. Students who have difficulty grasping a concept are grouped together to practice mastering content and skills covered in a particular unit or lesson that the teacher had previously taught as whole class instruction. On the other hand, students who have mastered the specific content and skills engage in enrichment activities to apply their learning to form deeper connections with the content.

Heterogeneous Groups

Students with diverse abilities are assigned to the same group, also referred to as cooperative groups, and work together to achieve specific learning goals or tasks.

Group Investigation

A small group of students with mixed abilities are assigned or choose a topic of study. Each is assigned a specific part of the work to be completed or the group may divide the work among themselves. Completion of the task requires each group member to carry out his/her part of the investigation and combine it with the other students as part of the group process. Through group discussion, members exchange ideas and viewpoints to create a collective product that will be evaluated.

Jig-Saw

Students are placed into groups that are diverse in gender, ethnicity, race, and ability. This group is called the “home group.” The material to be learned is divided into sections (e.g. different parts of the digestive system).  Each student in the “home group” is responsible for learning a specific section of the material (e.g. esophagus, stomach, small intestine, pancreas, liver, gall bladder, or large intestine). Students will then break into “expert groups” where each member in the group has knowledge based on that specific section. Students are able to compare the knowledge they have learned on that topic by listening to their fellow “expert” peers. From there, students may change or expand their knowledge and take their expertise back to their “home groups” where they will teach it to their other “home group” members. From there, each student is tested and graded individually on the entire set of material learned.

Learning Together

A small group of students work collaboratively to complete one assignment. Evaluation is based on how students work together to accurately complete the task.

Considerations

Teachers should take into account the maturity level of the students when considering different grouping practices in the classroom.  Working in small groups is a learned skill and modeling effective practice provides the necessary guidance and expectations for working together to accomplish a goal. Students will learn how to involve everyone in the group in a productive manner, be patient and supportive of each other’s ideas and feelings, think critically, and communicate ideas to other group members for effective learning to take place.

Author Byline: Dr. Douglas Haddad is an author, nutritionist, and middle school teacher in Connecticut who is a regular contributing writer to Parenting Special Needs magazine in the “Ask the Professional: Dr. Doug” section. For more information on empowering your kids and assisting in their maturation, decision-making, overall development and well-being, visit Dr. Doug’s official website.

References:

1. Aronson, E., and Patnoe, S. (1997). The Jigsaw Classroom: Building Cooperation in the Classroom.  2^nd ed.  New York: Longman.

2. Ward, B. (1987). Instructional Grouping in the Classroom. School Improvement Research Series. Retrieved from http://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf.