Chapter 11 page 226
Groups of
four
Circulation. It is to easy for the teacher
to move around to talk with
individuals or with groups.
Collaboration. Students can readily
work in groups of four, although if
students are working in pairs, they
may be somewhat distracted by the
pair facing them across the table.
Discussions. Students must turn around
to see each other during class
discussions, but students are no
longer all looking at the teacher. The
focus is more on looking around the
room at each other, which makes it
easier to encourage students to talk
with each other.
Epistemological implications. This
arrangement emphasizes the
importance of students working
together to construct knowledge.Attention. Because some students are not
facing the teacher, maintaining attention
may be more difficult when the teacher is
talking.
Teacher monitoring of students during whole
class activities. Because teachers cannot
see all the students’ faces, they cannot
monitor behavior or understanding as
readily as when the students are facing
them.Pairs Circulation. It is to easy for the teacher
to move around to talk with
individuals or with pairs.
Attention. Teachers can expect that all
students look at them when they are
talking.
Teacher monitoring of students during
whole-class activities. Because
teachers can see all the students’
faces, they can more readily monitor
students’ attention and understanding.
Collaboration. Students can readily
work in groups of two, and by having
one pair turn their chairs around to
join the group behind them, students
can quickly form groups of four.
Epistemological implications. On the
positive side, this arrangement
emphasizes the importance of
students working together to
construct knowledge.
Attention: When students are doing
individual work at their seats, they may be
distracted by their partner.
Discussions. This arrangement has the same
disadvantage as traditional rows. Students
cannot see each other during group
discussions, and students in the back can
often not hear students in the front, who
are facing forward toward the teacher.
Epistemological implications. On the
negative side, this arrangement places the
teacher in front of the room as the
authority.