Whether back in the Stone Age when I was a student or in that other millennium when I was a teacher, the small-group thing never quite worked for me. As a student, unless I was in a small group with kids who were not my close friends, it was always too easy to spend too much time gossiping and joking around before getting down to the real work. I’d like to think that I helped the group and did my part and contributed equally. However, in truth, I suspect that might not have been the case.
That’s not to say I didn’t participate. I can recall instances when I was the group member doing the bulk of the work, for example. Being in that position will certainly leave a bitter taste in your mouth. Throughout my school years, I’d say I evenly divided my participation among all groups, averaging out as slightly-better-than-average.
From my perspective as a teacher, I have both similar and quite different feelings about the effectiveness of small groups. Whenever I would bring a small-group project to my classroom, I was inevitably left with two questions: Who is doing the lion’s share of the group’s work? Why is it so loud in here?
You’re out there in what’s called “the trenches.” Do you like assigning small-group projects? What are your best tips for making sure small groups function properly, reasonably quietly, and equitably?
The readers of the Upper Grades Exchange want to know!
I think that small groups can work in the classroom, but it takes a lot of practice by the students to know what to do during small group work. Right now, I am reading a book called the Daily Five which has a lot of good ideas about small group work.
I think the idea of small groups is wonderful however the dynamics in an intermediate class (grade 6)leads to social conversations and issues. We use triads alot when doing experiments and problem solving and they usally work well. As a classroom set up no way.