Things to Consider When Forming Groups
AGE RANGE
It is recommended that “the age/grade gap in cross-age tutoring programs should be relatively modest if the program is intended to maximize benefits to the tutor as well as the tutee” (Robinson et al., 355). Robinson et al., state that tutors 2-4 years older than the tutees produce the most positive results for both tutors and tutees (355). Our students that were within that age range and we found that they worked together well.
We did have several groups though that had Grade 2's and Grade 7's. These groups had a wider gap to overcome. When we asked some of the Grade 7's about this at the end, they acknowledged that it would have been easier to have a student from Mr. Kroeker's class. One Grade Seven girl said that it was hard sometimes to explain something and put it into easier language. They felt having a Grade four student might have helped this. That said, we found that once these groups 'found their groove' and recognized what skills they needed to help bridge the gap, most of these groups began to find an effective rhythm when working together.
NUMBER OF STUDENTS IN A GROUP
Because groups were formed based on student interests, sometimes two students from one class would be in a group. We found this to be not as effective in some cases. This is due to the comfort level between students and the talking that would occur between friends vs. between buddies. We also found that big buddies were more effective at managing only one or two little buddies, any more was too many. We found it to be helpful to split up larger groups that were studying the same topic, into smaller more workable groups. The large group could be put back together for some activities such as listening to a guest speaker, watching a video on their topic etc.
LIFE EXPERIENCE
Something we hadn't considered when putting buddies together was the life experience of the big buddy. We came to realize that big buddies who had experience with younger siblings or other younger children in their day to day lives, were able to relate better with their little buddy and demonstrate more patience. For this reason, big buddies that were "A" students weren't necessarily the strongest big buddies. Sometimes the "A" student was used to learning in his/her own way by him or herself. Multi-aged buddies encouraged them to learn new skills of collaboration, communication and patience! They had to switch their role from learner to teacher!
SAME SEX PAIRINGS
Research supports same sex pairings in tutoring programs. Robinson et al., reviewed 15 tutoring programs and found that the gender composition influences the outcome and experience for tutors and tutees. It was stated that, "this review showed that although all tutees made academic gains, tutees in same sex pairings demonstrated more academic improvement than those in mixed-sex pairs" (p. 346). When we formed the groups, we found it easy to put students of the same sex together based on their topics of interest. We did have two groups that were mixed-sex pairings and we gave students the choice to stay together or choose another group. One little buddy (girl) chose to join another group based on her second interest, and another little girl chose to stay with her two "boy buddies." They worked together very well. It just depends on the individuals! Another boy willingly joined a group of three girls because his desire to work on that topic outweighed working with two older female buddies and a younger female buddy. He was focused and attentive and enjoyed working in this grouping. It's important to note that this boy has an IEP, and his interest in the topic kept him engaged and excited to work, no matter who the buddies were!
SPECIAL NEEDS STUDENTS
It is VERY important for special needs students to also investigate their topics of interests. We grouped our special needs students with others interested in the same topic as we did for all the others. The ways that they presented their learning was adapted according to the child's needs. For example, a child with down syndrome made a book about her topic, "Dogs" (which she read to the class) and made a puzzle for her end project (which we laminated). Puzzles were something that she enjoyed so this suited her well. She also participated with other buddies that were studying "Dogs" as they worked with plastercene. SEA's worked closely with these groups to ensure they had the support they needed.
In the future, we think it would be beneficial for SEA's to talk to "buddies" working with special needs students about their disabilites. Talking to, and answering questions of students so they know what to expect and why, would be helpful and allow for a more understanding relationship. Prior to starting, it is important to build a strong community, where there is acceptance for all, with an explanation that everyone learns differently, and end projects may look differently to reflect this. Each child is different and each child's needs will be different. Now that we have the basic skeleton of "Inquiry Buddies" together, we plan to put together more resources to support special needs students next year.
**Excerpts and research taken from Bonny Kelly's Masters thesis.
COMING NEXT YEAR... A focus on additional resources to assist special needs students in the inquiry process.
COMING NEXT YEAR... Lessons on "accountable talk" in the classroom to be taught prior to buddies beginning.
COMING NEXT YEAR... A focus on the use of effectively using technology during inquiry buddies!
It is recommended that “the age/grade gap in cross-age tutoring programs should be relatively modest if the program is intended to maximize benefits to the tutor as well as the tutee” (Robinson et al., 355). Robinson et al., state that tutors 2-4 years older than the tutees produce the most positive results for both tutors and tutees (355). Our students that were within that age range and we found that they worked together well.
We did have several groups though that had Grade 2's and Grade 7's. These groups had a wider gap to overcome. When we asked some of the Grade 7's about this at the end, they acknowledged that it would have been easier to have a student from Mr. Kroeker's class. One Grade Seven girl said that it was hard sometimes to explain something and put it into easier language. They felt having a Grade four student might have helped this. That said, we found that once these groups 'found their groove' and recognized what skills they needed to help bridge the gap, most of these groups began to find an effective rhythm when working together.
NUMBER OF STUDENTS IN A GROUP
Because groups were formed based on student interests, sometimes two students from one class would be in a group. We found this to be not as effective in some cases. This is due to the comfort level between students and the talking that would occur between friends vs. between buddies. We also found that big buddies were more effective at managing only one or two little buddies, any more was too many. We found it to be helpful to split up larger groups that were studying the same topic, into smaller more workable groups. The large group could be put back together for some activities such as listening to a guest speaker, watching a video on their topic etc.
LIFE EXPERIENCE
Something we hadn't considered when putting buddies together was the life experience of the big buddy. We came to realize that big buddies who had experience with younger siblings or other younger children in their day to day lives, were able to relate better with their little buddy and demonstrate more patience. For this reason, big buddies that were "A" students weren't necessarily the strongest big buddies. Sometimes the "A" student was used to learning in his/her own way by him or herself. Multi-aged buddies encouraged them to learn new skills of collaboration, communication and patience! They had to switch their role from learner to teacher!
SAME SEX PAIRINGS
Research supports same sex pairings in tutoring programs. Robinson et al., reviewed 15 tutoring programs and found that the gender composition influences the outcome and experience for tutors and tutees. It was stated that, "this review showed that although all tutees made academic gains, tutees in same sex pairings demonstrated more academic improvement than those in mixed-sex pairs" (p. 346). When we formed the groups, we found it easy to put students of the same sex together based on their topics of interest. We did have two groups that were mixed-sex pairings and we gave students the choice to stay together or choose another group. One little buddy (girl) chose to join another group based on her second interest, and another little girl chose to stay with her two "boy buddies." They worked together very well. It just depends on the individuals! Another boy willingly joined a group of three girls because his desire to work on that topic outweighed working with two older female buddies and a younger female buddy. He was focused and attentive and enjoyed working in this grouping. It's important to note that this boy has an IEP, and his interest in the topic kept him engaged and excited to work, no matter who the buddies were!
SPECIAL NEEDS STUDENTS
It is VERY important for special needs students to also investigate their topics of interests. We grouped our special needs students with others interested in the same topic as we did for all the others. The ways that they presented their learning was adapted according to the child's needs. For example, a child with down syndrome made a book about her topic, "Dogs" (which she read to the class) and made a puzzle for her end project (which we laminated). Puzzles were something that she enjoyed so this suited her well. She also participated with other buddies that were studying "Dogs" as they worked with plastercene. SEA's worked closely with these groups to ensure they had the support they needed.
In the future, we think it would be beneficial for SEA's to talk to "buddies" working with special needs students about their disabilites. Talking to, and answering questions of students so they know what to expect and why, would be helpful and allow for a more understanding relationship. Prior to starting, it is important to build a strong community, where there is acceptance for all, with an explanation that everyone learns differently, and end projects may look differently to reflect this. Each child is different and each child's needs will be different. Now that we have the basic skeleton of "Inquiry Buddies" together, we plan to put together more resources to support special needs students next year.
**Excerpts and research taken from Bonny Kelly's Masters thesis.
COMING NEXT YEAR... A focus on additional resources to assist special needs students in the inquiry process.
COMING NEXT YEAR... Lessons on "accountable talk" in the classroom to be taught prior to buddies beginning.
COMING NEXT YEAR... A focus on the use of effectively using technology during inquiry buddies!
Additional Findings:
Also check out the references we used to support our findings.