Discussion 7 – Grouping Strategies

The Grouping Dilemma

Imagine you are leading a hands-on workshop titled "Mastering the Five-Layer Wedding Cake," designed for aspiring bakers who want to learn how to prepare a custom, five-layer wedding cake. Your participants vary widely: some are experienced home bakers (ages 30-60, mixed genders) with a strong interest in intricate decorating, but less experience with large-scale baking; others are culinary students (ages 18-25, mixed genders) with foundational baking skills but limited exposure to advanced techniques or custom designs. You also have a few individuals (ages 25-50, predominantly visual learners) who are absolute beginners, drawn by a personal interest in baking for special occasions.

You've planned to incorporate a break-out room exercise to deepen engagement and understanding. For this exercise, you have a choice of the following breakout-room exercises:

• A. Brainstorm and sketch design concepts for different wedding cake themes (e.g., rustic, modern, classic).
• B. Troubleshoot common cake-baking challenges (e.g., sunken cakes, dry crumb, uneven layers) and propose solutions.
• C. Practice specific decorating techniques (e.g., piping intricate borders, creating sugar flowers, working with fondant).

Considering the various grouping strategies from the table below, and your own experiences, values, and beliefs about how people learn best:

First, choose ONE of the three break-out room exercises (A, B, or C) you would implement.

Then, identify which single grouping strategy from the table below you would use for your chosen break-out room exercise, and why? Conversely, which single strategy do you believe is the most detrimental for this particular scenario (your chosen exercise), if used as the primary or sole method of grouping, and why? Justify your positions with specific examples or insights from your experiences, values, or beliefs about how students learn and interact.

---

8 Ways to Group Students

Grouping Strategy	Description
1. Random	Students are grouped without specific criteria, often by pulling sticks, using an app, or simply counting off. This encourages students to work with a variety of peers.
2. Homogeneous	Students are grouped based on similar academic achievement levels (e.g., same reading level, math scores). This allows for targeted instruction for a specific skill set or knowledge level.
3. Heterogeneous	Students are grouped based on differences in skill levels, strengths, or leadership qualities. This often involves placing stronger students with those who might need more support, fostering peer teaching and diverse perspectives.
4. Interest	Students are grouped based on shared interests in a particular topic or subject. This can increase motivation and engagement as students are working on something they genuinely care about.
5. Learning Style	Students are grouped based on their preferred learning styles or multiple intelligences (e.g., linguistic learners together, kinesthetic learners together). The idea is that students with similar learning preferences can learn effectively from each other.
6. Knowledge of a Topic	Similar to interest-based, but focuses specifically on the amount of prior knowledge or understanding students have about a particular subject. This allows students with similar knowledge bases to deepen their understanding or confirm their learning.
7. Skill or Strategy	Students are grouped based on a specific skill they need to develop or a strategy they are learning to apply. This allows teachers to provide targeted support to fill gaps or offer enrichment to those who are ready for more advanced concepts.
8. Student Choice	Students are given the autonomy to choose their own group members, often with some parameters set by the teacher (e.g., "choose someone you haven't worked with before"). This can increase student ownership and engagement, but requires careful management to ensure balanced groups.

This table is an extract from: Mrsstrickey. (2022, May 10). Effective grouping strategies. Teach With Mrs T. https://www.teachwithmrst.com/post/effective-grouping-strategies.

---

Resources

Daom, F. C. (2021, July 2). Another way to form groups for the active learning class. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/effective-classroom-management/another-way-to-form-groups-for-the-active-learning-class/#:~:text=Perhaps%20the%20easiest%20way%20to,time%20they%20get%20into%20groups.