Peer interactions are where the magic of cooperative learning happens. This is where students see that “Two heads are better than one,” that “Many hands make light work,” that “Happiness was born a twin. It must be shared to be enjoyed.”

• What could be changed in the following scenario?

A class of 40 forms five groups of eight members each. After a quick group discussion, the teacher calls on a student from each group to present the group’s answer. Another time, each group comes to the front of the class to present.

One potential weakness in this scenario is the fact that not much talking time is provided to each of the students in the class. During the group activity, only 12.5% (1 out of 8) of the students are speaking. Then, when the teacher calls on one student per group to report to the class, only one student in the entire class is talking. The same lack of student talk exists when one group at a time speaks to the entire class from the front of the room—2.5% (1 out of 40)—although some students may be carrying on off-topic side conversations with those next to them because they may have become bored listening to so many presentations on the same topic.

Although large groups and whole-class presentations do have benefits, alternatives should be considered. With pairs, 50% (1 out of 2) of the students are speaking. Thus, in the class of 40, 20 peer interactions are taking place. This is substantially more than the 12.5% (five peer interactions) with groups of eight. Then, during the reporting phase of the activity, if twosomes report to the other pair in their foursome, 25% (1 out of 4) of the students are speaking; in other words, 10 peer interactions. This is substantially more than the 2.5%, only one peer interaction, when one student reports to the entire class.

The preceding example illustrates the importance of the principle of maximum peer interactions (quantity). This principle guides teachers and students in how to realize one advantage of groups: that students are more active. Teachers can easily see if maximum peer interactions (quantity) has been successfully implemented. All they need to do is look around the class and ask themselves, “How many peer interactions are taking place?”

Reflective Break

In large classes learning in small groups, such as 60 students in 15 groups of four students each, how can teachers monitor what is happening in each group?

Sample Response

One teacher cannot monitor 15 groups at the same time. Similarly, if teachers lecture to 60 students, teachers cannot see inside the heads of the students sitting in their seats as teachers talk. So, at least, groups give teachers more opportunities to understand what students are thinking. However, keys to assuring successful groups are:

a.      Make sure tasks are at the right level of difficulty,

b.     Have at least one relatively high achieving student in each group,

c.      Give examples of what students might do in their groups, and

d.     Monitor groups. If several groups are having trouble, stop the class and re-explain. If one group is doing especially well, ask them to share with the class or other groups.