Students can learn a lot from each other. Sharing information can be beneficial for some students who are struggling to learn a concept. There are many ways to group students, depending on their individual needs. While considering cooperative learning, it is necessary that small groups remain, well, small, because larger groups may become more difficult to manage and students could lose focus (Gregory & Chapman, 2013). For this observation, I selected a small group of 4 students who had been taught 3-digit subtraction during whole class math instruction. I chose two students who were struggling and 2 who could grasp the concept, yet used different strategies to solve their problems. I chose this grouping intentionally so the students who had more confidence could explain their strategy to the others who were not sure how to begin the problem-solving process (FEAP 3h). My aim for this small group was for them to share their findings with each other so they could see that there are multiple ways to solve a math problem, with little intervention from me.
Formative Data
After my CT completed her lesson to the entire class, she allowed me to select a small group. As I indicated above in the introduction, I purposely selected 4 students I felt could benefit from each other. While I walked around the classroom during whole class instruction, I noticed who was struggling, who grasped the concept well, as well as the different strategies students used to solve their problems (FEAP 3c). I wanted students to share their own strategy, so I picked my small group based on that (FEAP 1f).
I guided the students to the reading rug and asked each student to bring their math worksheet and grab a clipboard. We all laid down on our stomachs and began to work on the first math problem, myself included. My objective for this small group instruction was to create a community cluster that would share their individual strategies for solving a math problem, with little intervention from the teacher (me). My role was merely to facilitate the discussion and guide students in the right direction, if required.
I created a lesson plan that aligned to state standards (see attached document below), which included guiding questions that would assist the students with solving their math problems (FEAP 1a).
Since the group instruction was meant as a review to previous understanding, I did not plan on conducting a summative assessment. I used formative assessment while observing and recording the student’s completion of the task to make sure they came up with the correct answer and that they used their strategy correctly.
I recorded my small group instruction in order to reflect on the lesson and observe how I conducted the my facilitation (FEAPS 5c,e). I also wanted to see if the students remained on task and their reactions to their peers use of strategy. The video data was used for my own professional growth and to make sure the objectives were met.
After reviewing the video, I realized that I forgot a few steps on the math problems while I was guiding the student’s problem solving strategies. I could have prepared better by completing the worksheet prior to small group instruction. I would have felt more confident in my own abilities in math. Another lesson I learned was that some students like to take a leadership role. Even though I reiterated the norms of raising their hands and not calling out answers (FEAP 2b), one student was eager to show her understanding of the problem. I did not continue to enforce the norms throughout the entire lesson, as I should have.
Implications
Cooperative learning is a wonderful tool to implement in differentiated classrooms. In small groups, students can learn strategies, while developing the necessary social skills to interact with each other and share ideas and information. I thoroughly enjoyed the small group instruction, because I believe students benefit more from it. It seems that students come out of the instruction feeling special that the teacher paid them close attention and more confident in their abilities to do their work. I intend to use small group instruction as much as I can when I become a teacher. It is quite fulfilling for both the students and the teacher.
Gregory, G., & Chapman, C. (2013). Differentiated instructional strategies professional learning guide: one size doesn't fit all (3rd ed.). Thousand Oaks, CA: Corwin, a SAGE Company.