Lesson 3: Organizing and Managing Groups

Part of organizing and managing the Multigrade classroom is to set up the classroom for
activities that encourage learners to work together with minimal disruptions and with
adequate guidance and supervision. As mentioned earlier, a multigrade classroom
consists of learners with different grade levels. To manage these learners and their
variety of abilities, grouping strategies have been commonly utilized. Thus, teachers
must be able to organize students into groups that are appropriate for their activities and
promote optimal learning.

Types of Groupings

1. Random grouping. Students of varying ability levels and ages can work together
through random grouping. This grouping method is good for sharing ideas and
accomplishing tasks that are appropriate for the whole group.

2. Interest grouping. When groups have to work on different topics within a theme,
students can be given the opportunity to choose the one of most interest to them. In this
case, interest-based grouping techniques can be utilized. If many of the students have
chosen the same topic, you may ask them to make a second choice.

3. Ability grouping. Students with the same achievement level or abilities are placed in
the same group. This allows them to focus on tasks best suited to their learning needs.
Grouping them according to their abilities should be done by the teacher who has a
good understanding of their abilities in a particular area. Observations, analysis of work
samples, and outcomes of previous assessments can be used as a basis in assigning
the students to a group.

4. Grade grouping. In this grouping situation, students are grouped according to their
grade levels. For example, if the class consists of grades 1, 2 and 3, there could be
three groups. This method can be used when there are specific objectives for each
grade.

5. Cross-age grouping. In the multigrade classroom, the varying age of students can
serve as an advantage. Older students can assist or tutor the younger ones in
accomplishing a task. However, the teachers should set guidelines so that the tutors
won't just be doing all-the work or give all the answers to their tutees.

6. Friendship grouping. At times, students are asked to form their own groups.
Friendship groupings can help students develop the skills they need to interact
appropriately with their peer group and to practice the skills in forming healthy
friendships.
Structuring group work

Structure distinguishes productive group work from unproductive group work. To

structure group work, there are two essential components to consider.

1. Structuring the group process

a. Work Roles

A group must differentiate its members' work activities in order to complete the task
successfully. Role differentiation is the term used to describe this specialization of
activities. Work roles can be divided into three categories based on the tasks that they
perform.

• Task-oriented roles.

These roles are responsible for task-related activities that contribute to the achievement
of a group's goal. These include the coordinator, information-giver, information- seeker,
elaborator, recorder, and evaluator.

• Relations-oriented roles.

These roles emphasize the development of interpersonal relationships and the

maintenance of harmony within the group. These include the encourager, compromiser,
gatekeeper, harmonizer and observer.

• Self-oriented roles.

These roles prioritize the individual needs and, frequently at the expense of the group.
These include the aggressor, dominator, blocker, help-seeker, loafer, self-confessor and
special interest advocate.

b. Work Group Size

Group size dynamics is a key aspect of group work. For most activities, it is preferred
that groups of three or four people be used (Burke, 2011). This ensures a diverse
spectrum of viewpoints and experiences, as well as ample time for everyone to
participate. If the class has plenty of students, this may need to be divided into smaller
groups with a larger number of members. But, if there is a limited amount of time
available for the activity, the group should be smaller.
c. Work Group Norms

The accepted standards of behavior within a group that are shared by the members are
known as norms. Every group has its own set of practices, values, and expectations
about how things should be done.

These patterns and expectations, often known as group norms, guide the way team
members interact with one another. Norms can aid or hinder a group's achievement of
its objectives.

2. Structuring the task

Structuring the group process is not enough to make a cooperative learning activity
successful. It is vital to structure the task. Task structuring refers to how well the activity
is explained to the pupils who will be performing it. The group needs shared knowledge,
a challenging task, and a clear idea of the final output required. The importance of these
three criteria will vary depending on the activity.