The organization of students in the classroom must facilitate learning in small groups.
How to Organize Work Teams in the Classroom
Regarding student learning, three basic possibilities can be considered in the interaction among students (Johnson and Johnson, 1997): a) Competing to see who is the best, which is characterized by negative interdependence where one “wins and others lose,” b) Working individually to achieve a goal without considering classmates, where each student is independent and their success depends on their performance, and c) Working cooperatively with great interest in their own learning and that of others, which is known as cooperative learning (small group learning), from which students work together and feel that they “swim or sink together” (Bonals, 2000).
One of the topics that must be addressed when working in small groups in the classroom is student groupings and their characteristics. For example, the question of the ideal number of members per group is very common. However, there is no single number that can be categorized as ideal; instead, this depends on a set of factors such as the type of activity and the objective we aim to achieve with it (Bonals, 2000).
Criteria for Group Work in the Classroom
By Number of Members
In pairs > can be enriching for specific moments; it is an easy and effective grouping for some activities, bordering between individual and group work. Useful for working with computers or formulating questions on a topic of interest to the group (Bonals, 2000).
In groups of three > enables agile and productive dynamics and allows the group to work in an appropriate climate. Some studies warn of the risk of excluding the third member; however, in practice, it has been shown that this is not a significant risk factor to avoid these groups. Useful for drafting texts, summarizing, or solving math problems (Bonals, 2000).
Of four members > these are the most frequent and are suitable for most tasks proposed in small groups. The dynamic remains easy, and the number of groups the teacher needs to facilitate is reduced. They can perform the activities mentioned for the two previous group sizes (Bonals, 2000).
Of five members > these are formed most frequently, after groups of four members (Bonals, 2000).
Of six students > these entail difficulties regarding balanced participation. Tasks tend to slow down. Generally, it is preferred to form two groups of three people (Bonals, 2000).
Of seven or eight students > these groups are chosen for some activities specifically aimed at working on students’ relationships or self-image through dynamic techniques (Bonals, 2000).
By Heterogeneity or Homogeneity
It is usually preferred to work with heterogeneous groups, which requires prior considerations. This includes the need for flexibility in the criterion for heterogeneous groupings; that is, while the basic organization involves groups with students of different levels, sometimes there is a clear need to work at two difficulty levels: one for fast-paced learners and another for those who progress more slowly. At this point, the teacher can choose to group students of higher or lower levels; thus, while one part carries out a specific task, the other part performs a different activity (Bonals, 2000).
Also, the conceptual or procedural distance between students. Sometimes it is advisable for the student levels within the group to be slightly heterogeneous, but that the distance between them does not exceed the level at which the less advanced students cannot understand the productions of their group mates. Experience has shown that the more advanced students offer very valuable help to their peers and, furthermore, develop the ability to explain to others, which is why in practice, this slight heterogeneity is overlooked, grouping students of different levels (Bonals, 2000).
Grouping Students by Levels
Specifically, the teacher considers group formation taking into account:
- Levels and paces of each student, trying to ensure that the levels among them are different but close (Bonals, 2000).
- Good “informer” students, who have skills to communicate knowledge, ways of doing tasks, or attitudes ready to approach them. In many cases, leaders are good informers for the group members over whom they exert leadership (Bonals, 2000).
- The most in-need students, who may have the following characteristics: a) coming from an unstimulating environment that generates lower levels, a slower pace, and limited willingness to work, b) with relationship difficulties, as they tend to inhibit and isolate themselves, so they usually sit with classmates who help resolve these obstacles, c) with linguistic difficulties because they do not master the language used in the classroom, d) the less accepted or those the group tends to disregard, so an attempt is made to pair these students with good informers to help them, e) repeat students, who are at high risk of encountering difficulties again as they must adapt to the new group, and f) new students who should be placed with classmates who can best help them integrate (Bonals, 2000).
The Teacher’s Role in Group Formation
Regarding the teacher’s role in group formation, experience indicates that it is best for the teacher to be responsible for making decisions about groupings and monitoring class dynamics, as they are more aware of the optimal classroom conditions to foster the development of student capacities (Bonals, 2000). Furthermore, if the teacher has training in intervention in learning difficulties, they will have greater knowledge to ensure the creation of balanced groups.
This does not mean that students’ wishes are not taken into account. The aim is to form groups where, in addition to being effective in tasks, the members feel comfortable. Therefore, one of the criteria to consider in group formation is the anticipation of whether the students will feel comfortable. On the other hand, to decide on student groupings, it is essential for the teacher to know information regarding the levels, paces, and interests of each student, students with the ability to inform, those most in need, etc. (Bonals, 2000).
For this, it is suggested that there be an advisor figure who plays a significant role in helping to establish the criteria to be used for groupings in the prior assessment of students’ levels, paces, and interests, in identifying those who will require more help, etc. With this, the advisor can collaborate in the decision about each student’s placement (Bonals, 2000).
In addition to conducting observational work in the classroom, this figure (advisor) can be alert to the functioning of each group and each student to complement the teacher’s perception of the classroom, evaluating the successes and errors in the formation of small groups (Bonals, 2000).