How should the pupils be grouped?

How should the pupils be grouped?
Let’s Think through Science! 8 & 9 is designed for use with all the pupils in a class, working in
separate groups of four. The pupils within each group should be mixed according to ability, gender, ethnicity and personality.
Sometimes the pupils are required to work with a partner so
it is helpful if they are divided into pairs within each group. The aim is to make these groups
into genuine mini-discussion groups. Avoid seeing the groups simply as four pupils working
separately at the same table; view each pupil as one individual contributing to the whole. The
pupils should be encouraged to listen to each group member, making eye contact where
possible. They may need help in respecting each opinion and contribution while at the same
time recognising that not every idea will be agreed upon and used to solve the particular
challenge. Acceptable ways of rejecting ideas may need to be taught, explained and tried out.
When the pupils embark on the main activities they will then be more ready to collaborate, and
to verbalise and be challenged on their reasoning.
Groups for the introductory activities
Choosing the groups within your class is very important to the future success of the
programme. At the beginning of the term, as you get to know the pupils, various combinations
can be tried in different groups.
The two introductory activities (A and B) have been included to help you decide on the
groupings for your class. Activities A and B are suggested, but other short challenges or
puzzles could be used. As the pupils work on these activities, you are establishing rules for
working together and helping them to deal with situations where some need extra support.
Groups for the main activities
Once you begin to use the main activities, it is recommended that the pupils are not shifted
from group to group. Pupils generally pick up negative messages if they are moved around, so
this should be avoided as much as possible. Difficulties within a group can be addressed, often
with the teacher’s help, so that pupils can work at resolving problems. This may be difficult in
the short term, but is beneficial to long-term emotional maturity and healthy interpersonal
relationships.