SMALL GROUP INSTRUCTION

Small group instruction offers teachers a structure for providing differentiated instruction for small groups of students at a time for a variety of purposes:

to address an "in the moment" identified need,
for the purposes of intervention, or
to gather data (e.g. through observations and conversations) about students' understanding.

Small group instruction should be used to progress student thinking forward. To do this, we avoid promoting mimicking behaviour and instead encourage making thinking noticeable (including rich prompts, the use of various representations, and supporting students to communicate their ideas with the group).

LEARN MORE

Learning Together Newsletter - Small Group Instruction

Teacher Moves for Effective Small Group Instruction Workshop Slides / Recording

WRDSB Elementary Support Document: Supporting Student Learning through Small Group Instruction

*While the target audience of these resources are mathematics educators, the principles and pedagogical moves of successful small group instruction span all subject areas.

WHAT COULD SMALL GROUP INSTRUCTION LOOK LIKE?

~2 or 4 students

10-15 minutes

Start with a prompt, problem, game or exploration

Elicit and respond to student thinking

For small group instruction to be successful, we need to think about:

logistics,
preparation,
instruction, and
consolidation.

Navigate through the slides below to see some of these elements in action.

Teacher Moves for Effective Small Group Instruction in MTH1W (SHARED)

WHERE SHOULD SMALL GROUP INSTRUCTION HAPPEN?

Ideally, small group instruction takes place in the classroom. Some tips for setting up the physical space include:

Use a larger table where two or four students can sit with you (a horizontal surface can be very helpful for working with physical materials)

Use a vertical space in the room where students can work in pairs on a task while you respond to their thinking

If you have the option and additional staff support, consider moving students to a hallway or "pod."

WHAT IS THE REST OF THE CLASS DOING?

Many students come to us in secondary having experienced small group instruction before, so this is likely not new to them.

Consider these tips when implementing this approach:

clearly outline expectations for the class's behaviour (e.g., "My expectation is that you are working quietly and independently so that the small group working with me can learn together.")
clearly indicate where to get support (e.g., "Instead of coming to ask me a question, talk to your seat partner or someone close to you.")
use this approach early and often in a semester to establish that small group instruction is a norm and part of the culture for learning

While working with a small group, the rest of the class should be working on independent activities to reinforce their understanding of prior concepts. These activities could include any of the following:

Check your Understanding Problems
Familiar Games and Explorations
Purposeful Online or Offline Practice
Silent Reading
Independent Research for an ongoing assignment
Collaborative Discussions
Independent or Small Group Consolidation (e.g., completing a graphic organizer or mind map for a previously learned concept)

NOTE: Students working in a small group should not be "missing out" on new learning, so whatever is provided for the class to work on should be for the purposes of consolidating learning and deepening understanding of previously concepts.

WHAT IS YOUR ENTRY POINT?

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In the Moment:

Instead of addressing a concern with one student, pull a few students to the side to intervene and address the misconception / need for an extension.

Instructional Support Days:

Invite students to work with you on these days to gather more data to inform your assessment of their understanding.

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Planned Intervention:

Identify a learning need among a group of students.

Pull them aside for 10-15 minutes in groups of 2 or 4.

Give a prompt and follow their thinking.

This could be for students who have a common misconception, need a common extension, etc.

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Regular Routine:

Create a routine to regularly meet with combinations of students to gather more information about what they are understanding.

Ensure that participating in small group instruction becomes normalized by inviting all students engage in small group learning opportunities

These are backwards compatible...so choosing the “hot” option could include trying the mild and medium, too.

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