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Strategic Groups

When should I use this?
Rationale & benefits

You’re 10 minutes into class, and their eyes have glazed over. You’ve just posed a question, and only one hand pops up, the same hand that pops up every day. How can you inspire deeper engagement among more of your students?

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Strategic groups comprised of 2-5 students are an effective way to restructure class discussion so as to encourage students to reflect and respond while building their confidence simultaneously. This strategy also helps to inculcate qualities and values such as teamwork, cooperation, accountability, and openness to other perspectives and critique.

  • Offers a potentially less intimidating experience than whole-class conversations wherein students share a collective response rather than an individual one

  • Offers students a test ground to try out ideas. Group mates offer feedback and validation that may encourage the student to present their idea to the whole class later on.

  • Can be used for developing a conceptual understanding of a topic, an ability to filter information and draw conclusions, and an ability to consider other points of view

  • Provides an alternative for students who physically have trouble talking in a loud voice.

  • Allows for more speaking time per student than a conversation among the whole class.

  • Strategic grouping by the teacher can create new and diverse student connections - a mix of students who wouldn’t otherwise talk and learn together.

  • Encourages camaraderie and students teaching each other.

Things to keep in mind

  • How can you be sure everyone is participating if there are six groups and only one of you? You can’t. Make the rounds to hear snippets of conversation, but don't feel obligated to hear everything. Oftentimes not having a teacher observe them may encourage certain students to participate more (Schultz 2009).

  • Small groups are not a substitute for solo work. Some students simply prefer to work alone, finding it easier to reflect and process in solitude. Make space for those who prefer to go solo.

  • Attribute responsibility and accountability to the students so that they can take charge of their own learning and be more invested in the discussions.

Implementation options
Low-tech
UDL accommodations
High-tech

None, but if you have any ideas, please write to us!

  • Cooperative learning centers around group work, which some students may strongly dislike. We recommend offering a “go solo” option whenever possible. Before you begin group work, explain the activity and ask kids to raise their hand if they’d prefer to work alone. You can still physically group these kids together - so they have a student network if they need one - but the requirement to verbally collaborate would not exist.

  • Both think-pair-share and jigsaw help students develop skills that map to the executive functioning guideline of universal design principles. Students drive and scaffold their own learning, learn to collaborate and take responsibility, memorize, and prioritize. 

  • Create a physical environment that is conducive to these activities. For example, consider allowing students to move around or to relocate themselves to a place that they feel would be more conducive to the discussions with the group or their partner, like a quiet space. Ask students to reconvene once the allocated time is up.

  • Interest and engagement can be dampened by student incompatibility. Encourage your students to exercise self-advocacy and have a private conversation with you if their group situation isn’t working. If and when this happens, be willing to change teams discretely.

References:

- Cain, S. (2012). Quiet: The power of introverts in a world that can't stop talking. New York: Broadway Paperbacks.

- Cooperative learning. Retrieved December 11, 2016, from https://www.teachervision.com/pro-dev/cooperative-learning/48531.html

- Schultz, K. (2009). Rethinking classroom participation: Listening to silent voices. New York: Teachers College.

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