Forming small-group discussions

Chapter 7 was very straightforward in concise with for the topic of small group work. Tovani mentions that group work is a great mechanism by which our students can interact, deepen their understanding, clarify some points, and listen to each other’s opinions on a the subject in matter. She also emphasizes the need for these groups to be “small” because otherwise they can become too big for their discussions to go anywhere, and for everyone to have a chance to be heard. She also points out that “small-group settings also allow [teachers] to meet more of the individual needs in [our] classroom” (pg: 93). She explains that she could “group struggling readers…for a while and help them with a decoding strategy” (93) and this to me also rang as useful way to detect students that might have a learning disability which we discussed in class this week.

But along with all of these great benefits in group work, just like Tovani, I have had these questions in mind:

1) “How does a group work [succeed] with someone who monopolizes the conversation?”

2) “What does the group need to do to make sure everyone’s voice is heard?"

3) “How do people in the group hold their thinking when they read, so that they remember what to talk about in groups?”

4) “Is a facilitator necessary, and if so, what is his or her role?” (pg: 91)

The input that students can give us regarding their needs within a group work assignment, are a useful tool that Tovani suggests for teachers to utilize to answer questions such as the ones above. I must say that I also believe this point is a very important one for these types of assignments; we have all probably been a situation where group work is simply annoying and a waste of time. Students can let their teachers know what they like and dislike of group work activities, and then with the help of the teacher, formulate “norms” that they all agree to do, setting then fair responsibilities for all.

For the topics to be discussed in group, Tovani also suggest for them to be “powerful pieces…many times short and provocative pieces encourage students to read and discuss” (pg 99), which will spark in each student thoughts and questions that they wish to share and answer respectfully. After sharing their thoughts about their reading with their members of the group, students might not agree other members of their group, taking them onto a great start for a discussion.

Tovani once again adds the importance of modeling what an assignment should look like, and again the art of drama come in handy to engage students to observe “good and bad” behaviors. To demonstrate a small group work, she invited a coworker of hers to interpret the “good” students, and she interpreted the “bad student. The good student exemplified what it was to be a good member of a group; she had the material ready the class, she had done her reading and placed her thoughts on sticky notes in the book. Mean while, Tovani as the bad member of the group, modeled the behavior of a student that wasn’t doing their part of the work for the group; she didn’t even have her book. These behaviors were observed by the students before they began to work on their assignment together, and it helped them realize that the attitude of the first “student” was one that would take them to succeed in the assignment.