Research from the foremost authorities would all agree that effectively engaging students in their learning is the highest priority for teachers. The question for many teachers is ‘what does that look like?’

The image of a classroom for many people is either a teacher at the front of the room addressing student, or a teacher sat at the front of a class full of students responding to their textbooks and or a worksheet. In either case it is probable that the actual degree of student learning that is occurring is minimal for most despite its common occurrence.

As an administrator I have seen the ‘classic classroom’ arrangement of rows of student desks and on many occasions, while evaluating the teaching in such classrooms, noted that the further from the front of the class the greater the level of student disengagement.

The literature shows that enhancement of student knowledge occurs by small group discussions which could be due to many reasons. As students become are more active in learning, the students foster critical thinking, reasoning, and problem-solving skills, and better retention of the subject. Key too is how they see the relevance of the subject to them personally.

Learning science research has shown that small-group learning (when compared to competitive and individualistic learning) not only improves academic achievement, but also relationships with classmates and faculty, and promotes psychological well-being.

How small group discussions aids student learning

In order to generate true understanding of any academic material presented in a classroom there has to be assimilation of information by the students. This means that the hearer not only physically hears facts but also is able to relate to them personally in order to extract meaning from them. This is achieved most readily by seeing personal relevance to a topic. For example, when teaching Science I would always try to link the Laws of Motion to driving, the functioning of the digestive system to dieting and the respiratory system to athletic performance and such habits as vaping/smoking etc.

When students hear information, they invariably form some ‘inner response’ to it, maybe a visual concept of what it could be. However, it is only by articulation of these ‘inner responses’ in a discussion format that they can be ‘examined’ and the validity of their thinking can be compared and contrasted with the views of others.

The alternative approach, so commonly used in the ‘read the chapter / article approach and then answer questions’ may be, in my opinion, in two words: ‘introjection’ and ‘regurgitation‘. By this method students can ‘introject’ what is the ‘correct’ response to a question and ‘regurgitate’ the answer without truly understanding why the answer is correct. This may be addressed in some subjects like math or applied physics by the time-honored phrase ‘show your working.’

To be sure student grades can be established by such an approach, but without the two components of seeing the direct relevance of a topic to themselves or being able to discuss the information actual student enrichment is minimal. This can lead to students being bored and unengaged in class.

Best Ways to Facilitate Small Group Work

This does require some forward planning on behalf of teachers and while the principle remains good for all classes the makeup of individual classes may require some ‘tweaking’ dependent on the population of a class. I have listed some of my recommendations below.

Layout of the room

The first stage is to physically re-arrange the classroom to facilitate 4 – 5 students per group. Experience showed me that groups of 6 students invariably means that at least 1 student is not fully engaged in the activity. I would recommend that the chairs are arranged so that no student would sit with his/her back to the front of the class.

I would also ensure that there’s enough space between the groups for a teacher to easily move around the classroom. This means that school bags and backpacks are placed under the desks so that walking is unobstructed.

How to Facilitate Small Group Learning

Here are some strategies that teachers can use to facilitate effective small-group discussions in the classroom:

1. Clear Expectations and Guidelines:
   • Before starting small-group discussions, you the teacher should set clear expectations and guidelines. These may include rules for active listening, respectful communication, and participation.
   • Students should understand their individual roles within the group and the purpose of the discussion.

2. Purposeful Group Formation:
   • You can intentionally form groups based on various criteria according to class population:
     • Heterogeneous Groups: Mix students with different abilities, backgrounds, and perspectives.
     • Homogeneous Groups: Group students with similar levels of understanding or skills.
     • Interest-Based Groups: Form groups around shared interests related to the topic.
   • Consider rotating group members periodically to promote diverse interactions.

3. Structured Discussion Prompts:
   • You should provide specific discussion prompts or questions related to the curriculum content. These prompts guide students’ conversations and keep them focused.
   • Examples:
     • “Discuss the main themes in the novel.”
     • “Analyze the causes of the historical event.”
     • How can you identify with this historical figure?
     • What changes do you think you will make to your lifestyle after learning this?

4. Active Listening Techniques:
   • You can teach students active listening skills:
     • Paraphrasing: Restating what someone else said in your own words.
     • Asking Clarifying Questions: Seeking clarification when something is unclear.
     • Building on Ideas: Expanding on a classmate’s point.
   • Encourage students to maintain eye contact and nod to show engagement.

5. Time Management:
   • It would be good to allocate a specific time frame for each discussion. This prevents discussions from dragging on or becoming rushed.
   • Use timers or signals to indicate when it’s time to wrap up.

6. Monitoring and Feedback:
   • You need to circulate among groups to observe discussions.
   • Provide constant feedback on group dynamics, participation, and maintain adherence to guidelines.
   • Offer praise and constructive suggestions to encourage participation.

7. Accountability and Roles:
   • Assign roles within each group:
     • Facilitator: Keeps the discussion on track.
     • Timekeeper: Monitors time.
     • Recorder: Takes notes on key points.
   • Hold students accountable for their roles.

8. Debriefing and Reflection:
   • After the discussion, it’s good to bring the whole class together for a brief debriefing.
   • Also discuss insights gained, challenges faced, and any new questions that emerged.
   • Encourage students to reflect on their learning process.

Grading Small Group Discussions

Grading the outcome of small group work in a classroom can be approached in several ways to ensure fairness and meaningful assessment. Grades so derived can be far more confidently promoted as having been generated by genuine student learning. Once again, the ‘Rubric Road’ will provide all with a robust means of evaluating grades:

Here are some strategies you might consider:

Peer Evaluation: Incorporate peer evaluation where students, using a rubric grading scheme, can assess the contributions of their fellow group members. This not only provides valuable feedback to individuals but also encourages accountability and reflection on a student’s own performance.

Teacher Direct Observation: By circulating among the groups during their work and observing their interactions, problem-solving processes, and level of engagement grades can be given using the same rubrics as the students use.

Individual Reflections: Students can be asked to write individual reflections on their experience, highlighting their contributions to the group, what they learned, and areas for improvement. This allows you, the teacher, to gauge their understanding of the project and their participation within the group.

Feedback Sessions: This is similar to intra group assessment but are where groups present their work to the whole class, allowing for constructive feedback from both peers and from you, the teacher. This promotes accountability and encourages students to take ownership of their learning.

Self-Assessment: Incorporate self-assessment where students evaluate their own performance against the established criteria. This encourages metacognition and empowers students to take responsibility for their learning.

In conclusion….

The initial setting up of small group work does., initially, take more time and consideration than many ‘standard’ style lessons (e.g. the ‘watch a video take notes’ or the ‘read that chapter / text and answer questions’)

However the outcome by employing a combination of these strategies, you can ensure that the grading of small group work is fair, comprehensive, and meaningful, providing valuable feedback to students while promoting collaboration and critical thinking skills.