RESTRUCTURING THE CLASSROOM - CONDITIONS FOR PRODUCTIVE SMALL-GROUPS

Moving beyond the general question of effectiveness of small group lea rning, this conceptual review proposes conditions under which the use of small groups in classrooms can be productive. Included in the revie w is recent research that manipulates various features of cooperative learning as well as studies of the relationship of interaction in smal l groups to outcomes. The analysis develops propositions concerning th e kinds of discourse that are productive of different types of learnin g as well as propositions concerning how desirable kinds of interactio n may be fostered. Whereas limited exchange of information and explana tion are adequate for routine learning in collaborative seatwork, more open exchange and elaborated discussion are necessary for conceptual learning with group tasks and ill-structured problems. Moreover, task instructions, student preparation, and the nature of the teacher role that are eminently suitable for supporting interaction in more routine learning tasks may result in unduly constraining the discussion in le ss structured tasks where the objective is conceptual learning. The re search reviewed also suggests that it is necessary to treat problems o f status within small groups engaged in group tasks with ill-structure d problems. With a focus on task and interaction, the analysis attempt s to move away from the debates about intrinsic and extrinsic rewards and goal and resource inter-dependence that have characterized researc h in cooperative learning.