Topic 5 DQ 1
Small group instruction can be defined as an approach to instruction that involves dividing students in the class into small groups and working with each group separately. The size of such groups may vary based on the size of the entire class, the teacher’s preferences, and other factors, but small groups usually consist of four, five, or six students (Hoch, 2017). Small group instruction is often implemented after thoroughly analyzing students’ learning needs, including the use of diagnostic assessments, and identifying students with shared skill deficits. The key goals of this approach to teaching include re-teaching specific skills, creating the most comfortable conditions for peer collaboration, and facilitating exploration (Hoch, 2017). Small group instruction can be applied to discussions and other activities involving collaborative work.
Whole-class instruction refers to direct teacher-led instruction methods enabling the teacher to engage in communication with all children present in the classroom. Whole-class instruction is often provided with the help of traditional learning materials, such as textbooks or printed supplemental materials, and it is a popular decision among teachers to rely on this approach at the beginning of the lesson and then proceed with small group instruction (Hoch, 2017). One peculiarity of this approach to lesson organization is that it offers minimal opportunities for the differentiation of instruction, and it is reasonable to give preference to this approach when introducing concepts that are totally new for all students in the class.
The advantages of small group instruction include more opportunities for peer interaction and the teacher’s ability to differentiate instruction based on individual needs. As opposed to whole-class instruction, small group instruction allows teachers to differentiate between students, increase particular groups’ engagement, and provide students that may face specific difficulties with focused support (Hoch, 2017; Vukelich, Christie, Enz, & Roskos, 2016). Next, it has long been known that group instruction, especially when it comes to reading and early literacy activities, has a positive influence on young children’s oral language skills and enables them to learn from discussions and other students’ experiences (Vukelich et al., 2016). However, in whole-class instruction, it can be difficult to guarantee that all children are equal in terms of the opportunity to interact with peers and the teacher. It is because there are time limitations, and some children do not feel comfortable in front of large audiences.
Small group instruction also has certain disadvantages that should be recognized. Firstly, it is not the best choice when students are in an equal position, and whole-class instruction is more effective when introducing a totally new topic (Hoch, 2017). Next, participation in activities for small groups can sometimes be too stressful and intellectually demanding for learners since the teacher has opportunities to closely monitor each student’s performance (Hoch, 2017). Whole-class instruction does not involve this issue since learners have more time to prepare answers and wait for their turn to speak.
Topic 5 DQ 2
Creating groups based on learners’ abilities is a common approach to student grouping. As for pairing successful students with classmates that need extra assistance, this method has certain advantages for both high- and low-ability students since it enables them to learn while collaborating. For the so-called “model” students, the benefits include the ability to further polish their skills by finding ways to explain what they already understand to struggling readers, which requires applying peer tutoring techniques (Hoch, 2017). For instance, when working on informational texts requiring reading skills and the basic knowledge of biology, exceptional students that read above their grade level can provide struggling readers with assistance under the teacher’s supervision (Common Core State Standards Initiative, n.d.). This approach to grouping also enables struggling students to observe their high-performing classmates’ approaches to studying and adopt some helpful practices, such as visualization or creating lecture notes.
Regarding the method’s disadvantages, attention must be paid to severe differences between the learning needs of high- and low-level students. Struggling learners need assistance and explanations from the teacher, whereas the discussed method delegates some part of the teacher’s responsibility to high-performing students, which is not entirely appropriate and does not guarantee struggling learners’ success. From my experience, this approach can also be stressful for struggling learners that have self-esteem issues. Academic success is often the result of unique talents instead of hard work, so such partnerships are likely to make struggling students strain after something that they will never achieve. Finally, partnerships with low-performing students do not actually challenge model students.
One alternative method of dividing students into groups is flexibility grouping. This approach is data-driven and involves the creation of temporary groups based on students’ needs associated with a specific learning activity. The composition of these temporary groups changes on a regular basis, and grouping decisions can be made based on different characteristics, including similarities in ability levels, the communion of interests, age, and the presence of specific struggles or limitations. If the teacher knows his or her students well enough, this method can be implemented by making each child’s specific issues reflected in the selection of groups. For instance, during reading activities, those struggling with reading can be grouped by ability to receive extra assistance from the teacher and be reminded of the best age-appropriate reading techniques (CCSSI, n.d.). The approach to grouping can then be changed depending on the situation. Thus, for creative activities and art projects, new temporary groups based on interests can be established. Due to the changing composition and size of groups, children get the chance to engage in communication with all classmates, which has implications for the developing learner’s area of thought.
References
Common Core State Standards Initiative. (n.d.). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Appendix B: Text examples and sample performance tasks. Web.
Hoch, M. L. (2017). Ready, set. Talk! Facilitating productive small group discussions. Literacy Practice & Research, 42(3), 53-59.
Vukelich, C., Christie, J., Enz, B., & Roskos, K. A. (2016). Helping young children learn language and literacy: Birth through kindergarten (4th ed.). Boston, MA: Pearson.