Form diverse groups through random or structured grouping rather than student self-selection¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The digest presents two basic ways to set up cooperative groups: random grouping (counting off, jigsawing cut-up pictures or worksheets, dealing cards, or colored stickers) and structured grouping, in which the teacher consciously selects students so that high, middle, and low achievers are spread among the groups. As a general rule, groups should be as diverse as the class itself. While student-selected groups may sometimes be appropriate, "these types of groups are generally not as effective as groups that are randomly formed or teacher selected." Random grouping is recommended early in the year or when abilities are not yet known, and same-ability groups should as a rule be avoided.

Design Implications¶

Context¶

Requirements¶

• Groups should be designed so that a number of perspectives may be offered and considered
• Structured grouping based on ability spreads high, middle, and low achievers relatively equally across groups

Constraints¶

• There are times student selected groups may be appropriate and even desirable
• Additional considerations other than academic ability, such as maturity and leadership abilities, should be considered when structuring groups

Target Learners¶

• elementary and secondary students

Target Learning Goals¶

• learning from diverse peers
• collaborative problem solving

Related Strategies¶

• Size cooperative groups at 2 to 4 students depending on the teacher's intent
• Combine needs-based and pre-taught approaches when introducing social skills to cooperative groups

Examples¶

-

Key Sources¶

• Daniels, Ed; Gatto, Mike. (1996). The Cooperative Companion Digest (No. 1-4). Thinking about the Nature and Power of Cooperative Learning. https://eric.ed.gov/?id=ED402038