Research Findings the environment of teaching in small groups enables teachers to create an atmosphere in which they can give students numerous opportunities to express what they already know and receive feedback from both the teacher and the other students. When there are only a few students in a class, it is much simpler to facilitate and provide support for instructional conversations (Goldenberg, 199). The instruction of students in small groups allows for more opportunities for flexible and differentiated learning. Students have more opportunities to contribute when there are fewer people in the class. Teachers are able to keep a closer eye on their students, allowing them to give better, more individualized feedback as well as support.
The use of small groups as a teaching format is beneficial to students of all grade levels and can be implemented in any subject area. In this paper, we report the findings of research on such a program that was designed and evaluated with assistance from one of us (Robin Jacob). According to the results of the study, introducing kindergarten students to mathematics in the context of small groups is a promising strategy for enhancing early mathematical proficiency. To begin, well-designed lessons for small groups assign one-of-a-kind responsibilities or roles to each student, so that the overall performance of the group is dependent on the individual contributions of every member.
The instructor plans the lesson with these functions or tasks in mind and, ideally, assigns them to different members of the group in a way that is completely random.