Firm Foundations: What does the research say about small-group learning?

The most productive talk in the primary grades usually occurs in small groups in response to a book read aloud (Gambrell & Almasi, 1996).

Children learn many things best when they can interact with and learn from their peers. Small groups are natural settings for children to exercise and expand literacy skills.³ When children share their thoughts, they can discuss and reflect upon them. The community of listeners builds shared meaning. Students learn to think critically, clarify their thinking aloud, and consider others’ perspectives. Small-group discussion of reading material helps children learn to confirm, extend, and modify their own thoughts about their reading.

Small-group work increases children’s self-esteem, sense of responsibility, and respect for diversity. As children grow and develop, their worldview gradually shifts from self-orientation to a broader acceptance of different points of view. Working cooperatively with a group of peers can facilitate that development.

Starting Out: For which small-group conditions should I advocate?

If you are asked to work with a small group of children, you can ask the teacher or educator in charge to:

• Limit your small group to no more than four or five students⁴
• Keep the members of your group consistent
• Create a group that is balanced in terms of learning styles, gender, and interests
• Avoid scheduling group work when some members have to come and go
• Provide a cheerful, regular place to meet
• Suggest appropriate books or activities
• Discuss the learning goals for each child and debrief with you about your group
• Act as a resource if you run into a challenge with your group

The Learning Environment: What surroundings help children learn?

A physical environment that is conducive to learning and discussion is crucial to the success of small-group work. Arrange your group work area in a way that invites interactivity. Circular seating allows everyone to see and hear each other and helps turn children’s focus in toward the group and away from surrounding activities that may compete for their attention. Circles also encourage students to direct remarks to each other, rather than just to the tutor.

If you meet with small groups of students pulled out of a larger class, whether in a hallway, library, or the back of a classroom, look for an area with limited potential for noise and other distractions. Ask for permission to rearrange bookshelves or other classroom furniture to create a semi-private space.

Remember that a positive learning environment includes more than physical surroundings. As a facilitator of small-group work, create a judgment-free atmosphere in which students listen to and respect each other. Demonstrate this behavior by giving thoughtful consideration to all comments and contributions.