What is it?
Interactive groups is how classroom organization that gives the best results at present as to the improvement of learning and coexistence. Through interactive groups, multiply and diversify the interactions, while increasing uptime. They are characterized by being a student-inclusion in the organization that has the support of most adults in addition to the lecturer in charge of the classroom. Thus, it manages to avoid segregation and competitiveness that is generated when the students get labeled as "difficult" or "slow" to apply classroom curriculum adaptations and which has led to increased school failure (especially the segregated students) and conflict. By contrast, in developing interactive groups is achieved in a very dynamic, accelerating learning for all students in all subjects, values, emotions and feelings like friendship.
How is it organized?
In the classroom heterogeneous in terms of level of learning, gender, culture, etc. groups are performed. of students. In each group a short time specific activity is performed while an adult (voluntary, family, teachers or other professional from another field) ensuring tutoring the group work activity and develop peer learning. Being heterogeneous groups, there are always students just before the activity, so the person tutoring the group is responsible for helping their classmates, creating a dialogue and interactions that accelerate the learning of all students and not which only goes further back. Usually (not essential), the passage of a predetermined time by the teacher or the teacher (15 or 20 minutes depending on the expected time for each activity) each group gets up from the table and sits in another, switching activity and tutor person with that at the end of the session, they were able to perform 4 or 5 different activities on a particular topic you are working in that session.
When for example a mother with veil login to help English class, since despite being illiterate in all languages and not speak Castilian, has an oral English very good fruit of his years of immigration in London, are given two immediate effects. On the one hand, greater instrumental learning for students and, secondly, an important reflection on the community: different people are not a problem but an aid to help my child learn more.
Access other experiences:
- Article Classroom Educational Innovation N.131. Sign
- School Newspaper Supplement. Interactive Groups. October 2011. Editorial Wolters Kluwer.
- Valls, R. and Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can Promote inclusion and success for children of vulnerable ethnic minority Populations. Cambridge Journal of Education. 43, 1, 17-33. Sign
The article analyzes in depth the Interactive Groups focusing on how this action promotes inclusive educational overcoming inequalities and improving educational outcomes for all students.
- Elboj, C. and Niemelä, R. (2010). Mutual Sub-Communities of Learners in the Classroom: The Case of Interactive Groups. Psychodidactics Magazine. 15, 2, 177-189. Sign
This paper presents the Interactive Group as communities of learners where solidarity mutual interaction between students and between students and adult volunteers produces profound and critical dialogues around the instrumental learning that increase levels of learning for all group members.
- Molina, S. and Rios, O. (2010). Including Students with Disabilities in learning communities. International Journal Psychology, Society and Education on Learning Communities. 2, 1: 1-9. Sign
The article reviews the Learning Communities model school as contributing to the inclusion of students with disabilities by focusing on the case of the interaction group.