Comparing Group Instruction and Individual Instruction

 

An Anecdote from my Classroom

I explained the concept of splitting the middle term for a Quadratic equation to a group of ninth graders in the IGCSE classroom. Then I divided them into groups and asked to work collaboratively on solving problems. They shifted the furniture to sit face to face and soon most of the students were engaged in a robust discussion. However, there were some outliers. A student was moodily staring of the window and a group was unable to function together for one of the students was very disruptive. I observed for a while and then spoke to them. The moody child said, ‘I just like to be alone’ and the disruptive child said, ‘Can I work with just one person for I get very restless with too many individuals?’ I had to think, choose and act. I chose to give them the space that they needed and had a class where 100% focus and intensity was achieved for that lesson.

Group Activity

Group Activity for me is a planned instructional model for my classes. I usually use it for grades 7 to 9 where I find that the students have the maturity to handle themselves well in a group. For grade 6, the students need some space to come away from the adult centric life and learn to be independent. My intentions for group activities for the students are, (a) creating a space for learning to work with each other, (b) giving a chance to the students not strong in math to contribute, (c) building self sufficiency and resilience and (d) having a chance for myself to step back and observe the students objectively. Active listening and learning also leads to enhancement of critical thinking (Gokhale, 1995).

I use them in multi-fold situations such as a problem solving class or an outdoor project. I set very clear instructions, mostly printed on single A4 page, with (a) task, (b) steps of work and (c) assessment rubric mentioned clearly. I create a heterogeneous group and assign a student with leadership skills, irrespective of math capacities, to lead. I include enough variety of tasks to ensure that all students get a chance to participate (Alberta Learning, Health and Life Skills Guide to Implementation, 2002).

While group activity has multi fold advantages, as listed in the first paragraph of this section, the disadvantages are, (a) noise in the classroom, (b) all students not getting sufficient chance to participate and (c) inability to assess them individually on the task. For example, I designed a project for the students to design an ideal basketball court using software of their choice.  They had to plan, design on paper and then represent it using the software. They had to also write an argumentative paper in favour of their design. Finally, each member had to write a reflective piece for the overall experience and feedback to me for improving the design. The assessment included (a) teacher assessment, the design & reflection and (b) student self assessment, the overall quality of the group work.

Individual Activity

I use an individual activity when I want the students to learn to work independently on the task assigned. This is mostly when math problem solving is the focus of the lesson. The purpose here is for the students to develop their mental math analyses deeply and for me to know where the various students stand. In a group activity, individuality is not always very visible and a teacher may lose out on understanding the students well.

The outcome I expect in an individual assignment is for the students to be able to engage in the task assigned with focus. I also find the space to be able to be in touch with all the students individually and create a good connects. Individual activity leads to an individual self sufficiency, however the disadvantaged are (a) a lot of pressure on the teacher, (b) students do not get a chance to work with other, (c) students who are shy do not ask students from the teacher and (d) it needs a lot of self-directedness which is a development skill (Alberta Learning, Health and Life Skills Guide to Implementation, 2002).

For example, after a class on decimal addition for a group of sixth grades in an IGCSE program, I write neatly on the board the questions they are expected to attempt on their own, the time they should take and step back for few minutes till they find their groove. Then I walk around the class, peeking into each notebook. I pause often where I find a student needs help or to simply correct the work in progress. The class is quiet with sounds of the fan or rustling paper interrupting frequently. At the end of the class, I assess the output by individual students and note names of the students who raced ahead and the ones that stayed behind for farther strategies.

Alternate Choices

We can have multiple choices based on several instructional strategic ideas pooled in from variety of learning styles. We can have group and individual activities both in the lesson. Within this space, we can include (a) concept clarity using mind maps, (b) adding project presentations to an ongoing portfolio, (c) give students a self check list to map their work progress, (d) journal writing, (e) role play as a project presentation or a judicious use of PMI charts (Alberta Learning, Health and Life Skills Guide to Implementation, 2002). This would help create an enriching eco system which will enable many more students to find a space to express their creativity and increase their interest in learning math.

Conclusion

Group Activity is great but it can leave us in a space where we are unable to assess individual growth of the students. Individual activity does not allow us to have the students experience working with others and develop skills for the same. I would propose ultimately to use both the activities together as a GRR model (Gradual Release of Responsibility). We can start with students working in groups in order to have them enjoy each others’ support in work. But gradually they need to be encouraged to leave the scaffolding and work independently. We can also start the students working independently and then move to group work to discuss their work and use the scaffolding to cover the gaps. Learning occurs when we work with others and then is internalized when we reflect on it to imbibe it deeper (Frey & Fisher, 2013). Hence we need to be very mindful not to fall into the trap of one model against the other and be strategic about the use of all, (a) group, (b) individual or (c) a suitable blend of both the activities. Use research to know about as many models as possible (Dynarski, 2015) but also keep the experimental approach open leading to enhancement of one’s own repertoire.

References

Alberta Learning, Health and Life Skills Guide to Implementation (2002). Instructional strategies.  https://education.alberta.ca/media/482311/is.pdf

Dynarski, M. (2015, December 10). Using research to improve education under The Every Student Succeeds Act.  https://www.brookings.edu/research/using-research-to-improve-education-under-the-every-student-succeeds-act/

Frey, N., & Fisher, D. (2013). Gradual release of responsibility instructional ... - ASCD. https://pdo.ascd.org/lmscourses/pd13oc005/media/formativeassessmentandccswithelaliteracymod_3-reading3.pdf

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1).  http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html