Teacher Practical Guidance:

Small Group Learning w/in Class

Category: Strategy

Rank Order

45

Effect Size

0.48

Achievement Gain %

18

How-To Strategies

Small Group Learning Most Effective When:

  • In-class

 

  • Heterogenous (mixed ability)

 

  • Taught by teacher or students work together cooperatively on task

 

  • Changes frequently

 

  • Students taught how to cooperate and work in groups

 

  • Group tasks more “open than closed; allowing for multiple interpretations

 

  • Success criteria in place

 

  • Formative assessment in place

How-To Resources

Link – ARTICLE (Francis) 5 Benefits of Small Group Learning with Lesson Plan examples

 

Link – ARTICLE (Education Week) What are the best strategies for small group learning

 

Link – VIDEO(LDE) Small group instruction: The how and why

 

Link – VIDEO (IgnitED) Benefits of implementing small group instruction in Math classrooms

 

Link – VIDEO(Williams) Small groups CAN work in Middle School

 

Link – ARTICLE (ETSC) Small group and cooperative learning

References

Foels, R., & Tomato, T. (2012). Meta-analysis of group learning activities: Empirically based teaching recommendations. Teaching of Psychology, 39(3). Link

 

Lou, Y., et al. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4).

 

Lou, Y., et al (2001). Small group and individual learning with technology: A meta-analysis. APA PsycNet. Link

Small Group Learning w/in Class

DEFINTIONS

DATA

  • 3 meta-analysis reviews

  • 144 research studies

Hattie (2023) p. 183

QUOTES

“The value of within-class small group learning is that they are rarely permanent and often heterogenous…of all forms of grouping (ability, tracking) in-class small group learning is the most effective.”  Foels (2012)

 

“Students must be taught how to work in groups…for example, ‘we-skills’ instead of ‘I-skills.’ ‘We-skills’ include – accepting others as they are; learning to understand what others are thinking and feeling; listening and being listened to; turn-taking; becoming social problem-solvers; and learning to have confidence that the group can come up with better solutions than any one person.” Hattie (2023) p.191