Pupils working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats

Pupils also appear more satisfied with their classes

This learning fosters stronger feelings of self-worth

Pupils feel accepted by peers and more able to learn

Pupils assume greater responsibility for their actions and develop co-operative skills

They learn values such as respect and caring for others, responsibility, helpfulness and empathy.   It is important that learners have specific opportunities to work co-operatively as groups rather than simply in groups and are encouraged to do so

Pupils need to be given a considerable amount of freedom to work through tasks, with relatively infrequent intervention by the teacher

Pupils need to develop responsible attitudes to this kind of work, since such skills are extremely important in the world of work

By circulating from group to group, the teacher can maintain a presence in the activity, showing interest in pupils’ progress

In such an environment, pupils’ interest in the task is an important element in motivation

Providing clear structure to group tasks is important

Pupils usually arrive in Secondary schools familiar with group work approaches

A group of three is small enough to encourage each individual to participate fully. The lines of communication are fairly simple

A group of four can provide a good balance of views, knowledge and skills

With a group of five or more the lines of communication may become too complex, individuals may easily opt out, or the group may in practice split into a pair and a threesome

The less skilful the group members, the smaller the groups should be

The shorter the time available, the smaller the groups should be

Low attainment groups may require a great deal of support.   Individuals may not gain much from other members and there may be little collaborative discussion

High attaining pupils may proceed quickly and explore in depth but don’t assume they have effective co-operating skills or that there are no benefits for them in mixed attainment groupings

Mixed attainment groups enhance the self-esteem of low attainers and provide opportunities for high attainers to explain ideas, organise investigation etc.

Decide how groups will be formed - e.g. self-selection or pupils can express a preference and teacher makes the final decisions

Give pupils the opportunity to experience a variety of groupings as individual learning strengths and difficulties can become apparent

Clearly explain the broad goals and objectives

Create group tasks that require interdependence

Create assignments that fit the pupils’ skills and abilities by assigning relatively easy tasks at first and increasing the difficulty level as pupils become more knowledgeable

Assign group tasks that allow each group member to make an equal contribution and ensure that there is a fair division of labour

Create an environment where there are plenty opportunities for learners to talk, and where they feel safe to share their emerging ideas and incomplete understandings

The teacher adopts a facilitating role, managing resources and overseeing progress

active and tolerant listening

helping one another in mastering content

giving and receiving constructive criticism

managing disagreement    

Contributing ideas

Staying on task

Summarising for understanding

Asking questions

Expressing support

Showing appreciation

Interviews after the task is completed

Video or tape-record the group at work

Observe the group at work