The organization of students in the classroom must facilitate learning in small groups. Regarding student learning, three basic possibilities can be considered in the interaction between 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, 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 the grouping of students and their characteristics. For example, the question of the ideal number of members per group is very common. However, there is no number that can be categorized as ideal; instead, it 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 forming groups
Number of members:
In pairs > can be enriching for specific moments; it is an easy grouping to make and effective for some activities, bridging 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 adequate climate. Some studies warn of the risk of exclusion of the third member; however, in practice, it has been shown that this is not a considerable 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 for small groups. The dynamics remain easy, and the number of groups the teacher must manage is reduced. They can perform the activities mentioned for the two previous groups (Bonals, 2000).
Of five members > these are the most frequently formed, after groups of four members (Bonals, 2000).
Of six students > they entail difficulties regarding balanced participation. Tasks tend to become slower. 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 aimed precisely at working on students’ relationships or self-image through dynamic techniques (Bonals, 2000).
Heterogeneity or homogeneity:
It is usually chosen to work with heterogeneous groups, which requires prior considerations. Such as the need for flexibility in the criterion of heterogeneous groupings, meaning that while the basic organization involves groups with students of different levels, sometimes the need to work at two difficulty levels is clearly seen: one for fast-paced students 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 convenient for the levels of students comprising the group to be slightly heterogeneous, but that the distance between them does not exceed the level at which the less advanced cannot understand the productions of their groupmates. Experience has shown that more advanced students offer very valuable help to their peers and, furthermore, develop the ability to explain to others, so in practice, this slight heterogeneity is overlooked by grouping students of different levels (Bonals, 2000).
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 “informants” students, who have skills to communicate knowledge, ways of doing tasks, or attitudes willing to tackle them. On many occasions, leaders are good informants for the group members over whom they exert leadership (Bonals, 2000).
– The most needy students, who may have the following characteristics: a) coming from an unstimulating environment that generates lower levels, a slower pace, and low willingness to work, b) with relationship difficulties, as they tend to become inhibited and isolated, so they usually sit with classmates who facilitate the resolution of these obstacles, c) with linguistic difficulties because they do not master the language used in the classroom, d) the least accepted or those the group tends to disregard, so an attempt is made to unite these students with good informants so they can 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).
Regarding the teacher’s role in group formation, experience indicates that it is best for the teacher to be in charge of making decisions about groupings and monitoring class dynamics, as they are more aware of the optimal classroom conditions to foster the development of students’ capacities (Bonals, 2000). Furthermore, if the teacher has training in learning difficulties intervention, they will have greater knowledge to ensure the creation of balanced groups.
This does not mean that students’ preferences are not taken into account. The goal is to form groups where, in addition to being effective in tasks, members feel comfortable. Therefore, one of the criteria to consider in group formation is foreseeing 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, the most needy, 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 one’s place (Bonals, 2000).
In addition to observing 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).