Using Student Feedback to Enhance Small Group Practices
2025-08-20 01:43:32 By Evelyn Adams
In today's math classrooms, small group work is a common practice that has replaced the traditional model of independent learning in rows of desks. This shift emphasizes the importance of considering how different group structures affect student engagement and status. The approaches vary widely—from fixed ability-based groupings to dynamic, flexible ones, which allow students to work together and learn from one another.
Different Grouping Models and Their Impact
Ability grouping typically divides students into static groups based on their perceived proficiency. In such a system, students who are seen as needing extra help receive slower-paced, teacher-guided lessons, while others engage in more challenging material focused on problem-solving and reasoning. While this can offer targeted support, it can also reinforce the idea that only certain students are capable of tackling rigorous content.
On the other hand, flexible groupings operate under the belief that every student has strengths. These groups are adaptable, shifting as students' needs evolve. The goal is for students to recognize that their varied backgrounds—whether cultural, social, or intellectual—can enhance group learning. Flexible groups support the idea that all students are capable, fostering positive math identities.
However, to implement such flexible groups effectively, teachers must reflect on their own assumptions about students’ abilities. This process involves not only evaluating students' mathematical understanding but also understanding their experiences with group work and how they view themselves as learners.
Student Feedback: A Valuable Tool for Group Decisions
One of the best ways to inform grouping practices is through student reflection. Gathering insights via surveys, quick exit tickets, or informal interviews helps teachers understand how students feel about working in small groups. This feedback often highlights issues related to status and student perceptions of their own abilities. For example, a tool like the "Student Reflection Tool: Getting to Know Your Students" can be used to collect feedback that guides grouping decisions.
Angelo’s Insight: Rethinking Grouping Methods
Angelo, a third-grade teacher, wanted to explore how his practice of pulling fixed small groups for additional math support influenced students' self-perception. He asked them to answer two questions:
When I need help in math class, I want the teacher to...
When I need help in math class, I do NOT want the teacher to...
After reviewing their responses, Angelo was surprised to learn that several students didn’t want him to “do the work for them” or provide all the answers. More importantly, some students didn’t want to be singled out for small-group sessions. This prompted Angelo to dig deeper into these sentiments.
"I realized that small, teacher-led groups might carry a negative stigma," Angelo reflected. "It could be because I often work with those I perceive as needing extra help, while other students rarely get my attention."
Revamping Grouping Strategies Based on Reflection
To break down the stigma around small groups, Angelo considered changing his approach: "What if I rotated the students weekly so that each one has a chance to meet with me regularly? I currently pull students based on quizzes or exit tickets, but perhaps every student could benefit from working with me, regardless of their performance."
By making this adjustment, Angelo created a more inclusive environment where every student was given the opportunity to work in small groups with him, helping to normalize the experience for everyone. He also emphasized the importance of learning from mistakes, encouraging a mindset where errors were seen as part of the learning process.
Conclusion: The Power of Listening to Students
Given the increased focus on small group work in math classrooms, it's essential for teachers to understand how their grouping methods impact student engagement and identity. By listening to students' reflections on their group work experiences, teachers can adjust their practices to create a more inclusive and equitable environment. This reflection not only enhances the learning experience but also fosters a classroom culture where all students are valued and supported.