ABSTRACT
To embrace small group learning strategies, the teacher has to move to the side and accept the role as facilitator. Lots of research support the idea of the teacher as the “guide on the side” and not just the authority at the front of the room. Yet, teachers often resist the notion of stepping aside to let students learn in small groups. Groups of students could be reading on a similar topic, but using different articles, located in different geographic regions (e.g. erosion in Hawaii, erosion in Greenland, or erosion in Egypt). Each group selects a different presentation mode and the teacher extends the discussion time to include a work session on the culminating activity. These presentations can serve as a review for an assessment or paper and are way more effective than a study guide. Students are encouraged to research, collaborate, and critically think about their answers to the “big question” before presenting their information in a meaningful way.
