Blog Thirty - Randomized vs. Teacher-Assigned Groups (Group Work Part 6)
As discussed in previous posts on this series, group work and, more broadly, collaboration have become an integral part of efforts to bolster conceptual understanding of mathematics, among other goals such as reducing math anxiety and reliance on rote memorization. Over the parts of this series, different facets of implementing group work into the classroom and their effects on student learning have been explored, from the duration of group projects to group sizes. How collaboration is introduced into the classroom has a significant impact on what learners take away from the experience.
Similar to the different modalities of group formation, the way groups are assigned can also impact the dynamics and outcomes of group work. Two common methods for setting up groups in math classrooms are randomized and teacher-assigned groups. Both have their respective influences on class dynamics, from changing the group composition in terms of peer-to-peer relationships and balances of personality and learning types to establishing the role of the teacher in the classroom.
Randomized grouping refers to visibly randomized grouping, where students are fully aware that the groups have had little to no teacher intervention and that none of the group composition reflects teachers' perceptions of the students. The latter is vital as students may perceive teacher-assigned groups as reflecting the teacher's judgment or assessment of their abilities. Randomized groups remove the internalized idea of who the teacher perceives as "strong" or "weak" students, allowing participants to focus solely on the group dynamics and collaboration without preconceived notions of their peers' capabilities. Emphasizing the idea that groups are done randomly can solidify the idea that there are multiple ways to be "smart" at math and that success in mathematics is not solely dependent on perceived innate ability. Also, students will be given the opportunity to work with all or most of their classmates, broadening their interactions and creating new bonds that would not have formed otherwise. Forcing students to work with students outside their friend circle can also give students who tend to be more hesitant to approach others an opportunity to expand their peer relationships. However, these groups may be more susceptible to issues like unequal participation or discord within the group if students feel uncomfortable with their assigned partners. Throwing students into an environment where they may not know others can be challenging for them and can create added stress and anxiety around group work, making them closed off to the idea altogether. Leaving group composition up to chance can also create situations where groups have vastly differing levels of content knowledge or skill, which may require more intervention from the teacher to ensure all students are able to actively participate and learn, creating an uneven learning experience for those in different groups.
Teacher-assigned groups are deliberately made by instructors, dependent on whatever factors they wish to consider. The most commonly considered factors include past academic record, content mastery speed, and hesitancy to step up and take the lead. The goal is usually to create a balance in the group, where different students have personality traits that complement one another. For example, someone who is known for being patient and good at explaining could be a good fit for a student who struggles with opening up, allowing them to benefit from the guidance and support of their teammate. If the teacher matches groups intentionally, these complimenting traits could bud into a long-lasting friendship between students who did not know each other well prior to the group work experience. But, teacher-assigned groups can also run the risk of solidifying preconceived notions about students' abilities. Students will likely be able to tell if they are meant to be the "talkative one" or "smart one" in the group or, conversely, the "quiet one" or the "one who needs support." Plus, students may have the belief that the teacher is punishing them by putting them in a group that does not fit their preferences.
As mentioned in the introduction, how the groups come to be influences the learner experience. More teacher intervention keeps the teacher in a centralized role during collaboration, either as a supporter/facilitator or as something else. Less intervention can give them a more passive role in group work, as rather than interfering directly, teachers may begin to contribute to the collaboration process in other ways.
