Transitioning Classrooms From Whole-Group to Small-Group Teaching

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

While small group teaching is often promoted, there has been little research on the process of how teachers move from whole group teaching to small group instruction. This paper examined the practice of 15 teachers as they transitioned their classrooms into small groups as part of a program of professional development on teaching culturally and linguistically diverse students. The results indicate that what facilitated this process was the teachers’ knowing their role at each phase, understanding the greater purpose behind small group instruction, and the immediate benefits they saw in student engagement and learning. Barriers included students not knowing how to collaborate, time constraints, and teachers’ reluctance to allow students to work independently.

Authors

• Tasha R. Wyatt, Georgia Regents University

• Elizabeth Brook Chapman de Sousa, University of Hawaii