In general, aim for a group size between 2–5 students. The smaller the group size, the more time everyone has to speak and the greater the likelihood that all students will participate. Larger groups, on the other hand, may be useful for sharing more perspectives.

Using Quick-Grouping Methods 

Quick-grouping methods are used during class and can be varied throughout the semester. They are often based on:  

• Proximity. Students form groups of 2–5 with others sitting nearby.
• Counting-off. Students count off and move with others with the same number to a section of the classroom.
• Physical cues or prompts. Students group based on colorful sticky notes, cards, or papers with quotations, positions/arguments, or prompts that match or are different from their own, depending on your instructional goal.

Establishing Long-Term Classroom Groups

Permanent groups can help a large class feel smaller because students get to know their group members.

• Groups can be assigned randomly or manually through Canvas groups or GroupEng. Note that Cornell does not support group-making software outside of Canvas due to privacy concerns. If you use software for this purpose, it must be FERPA compliant.
• Students can be assigned to teams that sit together throughout the semester. This can help activities go faster because it's easier for students to transition into a group, and they already know each other.
• As an alternative to small, fixed groups, students may sit in an assigned area of a large auditorium with their discussion section and teaching assistant, who knows them and can help facilitate activities.
• Consider mixing up the groups halfway through the semester, if appropriate, to expose students to a variety of perspectives and help keep discussions focused after they get to know one another.  
• Consider assigning rotating roles to group members such as: coordinator, note-taker, summarizer, and questioner/skeptic to help encourage equitable participation. Keep in mind that some roles may be challenging for students with learning disabilities or accommodations, and you may need to adjust accordingly (Pfeifer et al., 2023).

For help with creating groups for long-term team projects, please see Designing Longer-Term Team Projects. 

Continue on to Incorporating Short Peer Discussion Activities for In-Class Collaborative Learning →

References

Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2023). What I wish my instructor knew: How active learning influences the classroom experiences and self-advocacy of STEM majors with ADHD and specific learning disabilities. CBE—Life Sciences Education, 22(1), ar2. https://doi.org/10.1187/cbe.21-12-0329