Mathematics and Society - OS X Lion Server

DIDACTICSTEACHING VIA LAB APPROACHESthat a teacher can use to integrate an isolate (e.g., a new or an unpopular student) (:Lnto the class.The Schmucks point out, "Acceptance by the peer group •.• increasesa student's self-esteem and facilitates working up to potential." [1975, p. 93] Tofoster a more accepting attitude toward an isolate and to focus on the positive, theyoffer these ideas among others [1975, p. 108]:--Have students interview each other and prepare a biography for the person theyinterview. These could be collected as a "class biography," and used in thelanguage arts class.--Form small groups for classwork. Change these every month.Forming GroupsExactly what is the best way to form groups for laboratory lessons is not clear.Homogeneous-ability groups seem reasonable but are difficult to establish and maylimit the richness of the group's findings.Reys and Post review some of the prosand cons for friendship and heterogeneous-ability grouping schemes:. Friendship grouping can result in an excellen,tlearning experience, as the group attacks theactivity wi'th enthusiasm and candidly discusses theresults. On the other hand, grouping by friendshipcan be unproductive and characterized by idle chatterwhen the group's attention is diverted or interestwanes.HOMOGENEOUS ?HETEROGEt>JEOUS ?FRlEI-lDSHIP ?RAr.JDoM ?Heterogeneous grouping can also be used effectively in the laboratorysetting. The brighter children often assume a leadership role answeringactivity-related questions raised within the group. Such childrenoften learn more from the activity when they are asked to explain the"why" to others. Th,e child of lesser ability will also benefit froman explanation provided by a peer, rather than from thE! teacher. Perhaps'i;he greatest fear of the mixed ability grouping is that brightercRi1dren wi'll dominate the activity, thereby intimidating other groupmembers. . .•The discussion suggests that each grouping scheme has its own advantagesand di'sadvantages. Above aU else, (me should not become dependent upona single method. It is often advisable to change the group structure asnew activities are undertaken. The frequent formation of new and differentgroups can result in student growth in both the academic andsocial domains. I1973, p. 224](Because of the greater chance for a puzzled student to get an explanation fromanother student, Dienes and Golding favor heterogeneous groups formed voluntarily,with teacher "suggestions" restoring heterogeneity if necessary. [1971, pp. 139-140]And Smith says, "•.• groups based on a friendship basis often work very well andproduce more outstanding work than groups formed on other bases." [1959, p. 8]( ..50