Pupil Groupings in Primary School Classrooms: Sites for learning and social pedagogy?

Abstract

Studies of teaching and learning within classrooms rarely consider the multilayered effects of social context, especially involving within-class groupings. Yet, all pupils in classes are placed in some form of grouping throughout their classroom life and this will have an impact on their learning. This article seeks to move forward the understanding of within-class groupings in real classrooms. Five 'core themes' central to pupils' experience of groups in classrooms are identi ed (group size, group composition, learning tasks, within group interaction and adult presence) and used as a basis to collect information on classroom groupings (using a novel classroom 'mapping' survey). Teachers in 187 classrooms from Years 2 and 5 were surveyed and undertook the mapping during normal classroom work time. The most common group size found was the small group of 4-6 pupils. Other group sizes, including whole classes, individuals, dyads, and triads were less frequent. Most pupil groupings were teacher designated and combined girls and boys of similar ability. Groupings mainly studied English and mathematics, and worked on individuated tasks involving the practice or revision of skills/knowledge. Adults were present with one-third of groupings-with particular adults interacting with particular types of groupings (low-ability boys, high-ability girls, and whole classes). When data from the themes are interrelated, especially group size and composition with learning task and interaction type, many points of concern arise. Findings suggest that teachers may not think strategically about the size and composition of groupings in relation to the tasks assigned. Adult presence is associated with control of knowledge and behaviour, and different types of adults are associated with the support of groupings at different levels of ability. Teachers provide little training for children to develop group work skills, and offer little opportunity for these skills to be practised in the promotion of learning. The ndings and discussion combine to identify that the area of 'social pedagogy of pupil grouping' is a new and

Toward a social pedagogy of classroom group work

“…Specifically, we have found that a larger proportion of boys (than girls) are assigned to work alone, which may reflect teacher's concern with control of behaviour and attention -a possibility further highlighted by the high level of adult presence (teacher and non-teacher) with these groupings (Kutnick, Blatchford & Baines, 2002). Group size and the ability mix of groups can also be connected.…”

“…The purpose was to provide a systematic, quantitative, and multi-dimensional description of grouping practices in relation to learning tasks, curriculum areas and year groups across the primary and secondary stages (see Blatchford, Baines, Kutnick & Martin, 2001;Blatchford et al, 1999;Blatchford, Kutnick, Clark, MacIntyre and Baines, 2001;Kutnick, Blatchford & Baines, 2002). Five core themes were investigated by use of a teacher completed classroom grouping map technique: the size and number of groups, group composition, e.g., in terms of ability of child and sex, adult presence in groups, the curriculum and task activities in groups, and the type of interaction between children in groups.…”

“…Group size and the ability mix of groups can also be connected. One surprising finding is the predominant use of same-ability level within groupings in UK schools, even in the case of the youngest children in school (Kutnick et al, 2002). This may work to the disadvantage of low ability children, especially boys.…”

“…But when undertaking tasks in small groups, low ability pupils rarely have the range of cognitive insight to challenge other's ideas or elaborate on their own ideas (Webb, 1989). Additionally, Kutnick, Blatchford and Baines (2002) found that low ability pupils (mainly boys) who were assigned individual tasks had an adult present but in half these cases the adult was not the teacher. In contrast, when an adult worked with high ability pupils (mainly girls), there was a much greater likelihood that the adult was the teacher.…”

Teachers’ leadership and students’ experience of group work

“…Contemporary research vis-à-vis organisation of group work, for instance Baines, Blatchford, and Kutnick (2008) and Kutnick, Blatchford, and Baines (2002)) stresses the importance of finding an optimum combination of group size, mix of students, and nature of the task.…”