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Why creating intentional groups can help match each student to intellectually engaging tasks.
​Group work is important.
Group work is also hard. It can feel discouraging when we initiate group work and then it doesn’t go as planned, with some students opting out of the assignment while others carry the weight of the task for everyone. Teachers know that when they have a wide range of students with different learning needs, they can differentiate their instruction. Differentiation often includes creating multiple entry points to content and skills through group work, and we often see differentiation strategies like heterogeneous or homogeneous grouping used to differentiate instruction. But how do we determine which method will help our students reach their learning goals? Which types of grouping are best for which instructional strategies?
The case for homogeneous grouping
Whether matching students in pairs or small groups, homogeneous grouping happens when teachers enlist students with similar learning traits to work together to complete a task (either individually or together). Homogeneous grouping should be informed by data, like students who earned similar scores on a diagnostic assessment, had similar responses in a class assessment, or who shared a misconception about a previous lesson. It's valuable to match similar students together to complete a task that is designed to meet their learning needs. Homogeneous grouping is ideal when the teacher has designed a unique task for each group, is providing a unique text for each group, or has differentiated the content so that groups are aligned with content information they need to examine more closely. When students are in homogeneous groups, the tasks, topics, or texts they work with should be diverse. This becomes an effective practice because teachers are strategically matching similar students’ with a task that is designed specifically for them. When each group of students is working with a task or topic on their level, they’re able to increase their completion rate, feel confident about reaching their learning goal, and refine their thinking through discussion. ​
Example
A math teacher realizes that their students had a wide range of responses to adding and subtracting fractions on a formative assessment. Some students are completing all of the addition and subtraction questions with fluency and accuracy. Other students are struggling with subtracting, but showed proficiency with addition, while others are still struggling with the concept of fractions as well as how to add and subtract. With students performing within these three profiles, the teacher develops a lesson where students are grouped homogeneously and matched with a task that is specific to their learning needs:
​ By differentiating by student need in homogeneous groups, the teacher is able to match a task strategically to students in their zone of proximal development, which should increase their understanding of the content, create opportunities for success, and increase confidence.
The case for heterogeneous grouping
Homogeneous groups are an important strategy to use, but using them exclusively can be limiting to students. Not only is it important to develop community across a whole class, it’s also important for students to learn from one another and have opportunities to teach each other. Diversifying group structures to include mixed ability or heterogeneous groups gives students exposure to a wide range of voices, and keeps students connected to the class community. Heterogeneous groups are best matched with complex tasks that have multiple components. Within the group work structure, students can self-select or be assigned roles based on their areas of interest, as well as their performance. Working in a heterogeneous group allows them to build on each others’ ideas, and develop a product as a team, which is effective, memorable, and can be personally rewarding. Group roles or independent tasks are highly effective in heterogeneous groups and teachers will want to design the task so that every group member can take on a component that they can complete successfully. Jigsaw groups are a great structure to use for heterogeneous groupings. Within a jigsaw group, the group task is divided into multiple components (one for each student representative), and then brought back together when students inform their team of what they’ve learned. These components might be content-specific (e.g. each student represents a different character from a book, or a different type of problem solving in math). They may also be leveled by text (students divide out leveled texts on the same topic and collaborate on their understanding after reading). The easiest way to organize jigsaw groups is to strategically match students using a grouping strategy.
​Example
If there are six groups, each student may be assigned a group number, and a letter which is matched with a task. Group 1 might have students matched with 1A, 1B, 1C, 1D, 1E, 1F (each letter representing a different task). Students then move into their letter groups (Group A would consist of students 1A, 2A, 3A, 4A, 5A, and 6A) and complete their task. Once they complete their task, students rejoin their number group to share what they’ve learned and complete the shared task or discussion. ​ ​In heterogeneous groups, every student is matched with a task that is at their instructional level, and they use what they’ve learned to complete the shared task.
While homogeneous and heterogeneous groupings are some of the most common types of groups, they aren’t the only way to develop strategic collaboration for students. We can also consider grouping based on areas of interest, social dynamics, or even special gifts and talents. What’s most important is that when asking students to work together to complete a task, we are thoughtful and strategic about who should work together, what goal we want them to accomplish, and how we match them to an intellectually engaging task to reach that goal.
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