This chapter explores how teachers may impact on the effectiveness of small groups for conceptual learning through task preparations, structuring of task and groups as well as the role played by the teacher. Student-led small-group learning, also referred to as group work, cooperative learning and collaborative learning, is defined as students working together in small groups to achieve a common goal on a subject of interest over an extended time without constant direct supervision of the teacher. The chapter explores how a teacher and three Year 7 classes responded to a sleep education unit using small-group learning. It provides a brief commentary on how the pedagogical processes described for the case study impacted on the three types of groups – productive, partially productive and unproductive – as observed in the three Year 7 classes of the case study.
|Title of host publication||Evidence-Based Learning and Teaching|
|Subtitle of host publication||A Look into Australian Classrooms|
|Editors||Melissa Barnes, Maria Gindidis, Sivanes Phillipson|
|Place of Publication||Abingdon UK|
|Number of pages||17|
|ISBN (Print)||9780815355717, 9780815355700|
|Publication status||Published - 2018|
- secondary education
- teacher education
- group work
- Student engagement
- small group
- Student learning
- Student outcomes
Janssen, K., O'Connor, J., & Phillipson, S. (2018). Groups in action: a closer look at how students respond to group work. In M. Barnes, M. Gindidis, & S. Phillipson (Eds.), Evidence-Based Learning and Teaching: A Look into Australian Classrooms (1st ed., pp. 138-154). Routledge.