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I usually divide students into mixed-ability groups so they can support each other and learn collaboratively. Sometimes I also let students choose groups for specific activities to increase motivation. What works best in my experience is combining both approaches: teacher-assigned groups for balance and student choice for engagement. I also try to keep groups small and assign roles to ensure everyone participates.

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dıgıtal learning

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Digital learning

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Technology

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different skilled individuals and one helpful pupil in each group.

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different skilled individuals and one helpful pupil in each group.

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bülent yavuz çelik

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Most of the time it is the students who select the elements of the group. when I want more heterogeneity I make the groups.

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Sometimes I let the students form groups on the basis of their preferences, sometimes I put together students with different levels. I think it's important that they know how to work with everybody, not only with those who are sympathetic or clever.
Hi everyone!

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The students work in collaborative groups to prepare materials, decide the software and provide useful tools for the creation and organization of the video call.

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To divide my students in groups I use numbers, candies, names of countries. Sometimes I let them to choose their peers.

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At the beginning of the term I let students to create their own groups (usually they prefer their friends). Then, I create small groups with both “good” students and “low” students (level of knowledge), silent and shy students with those who talk too much. So, I achieve some kind of balance in the group.

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I mostly balance the groups as some of the students are not good at completing the tasks. In order to help groups to achieve the success, it is necessary to make the group heterogene.

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I try to have balanced groups by placing good students and low students in the same group. I also encourage the good students to help lower students.

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I use peer nomination tests to verify relations in class. I also make skills evaluation. After I try to organize the groups taking into account that they can help each other and achieve better levels of practice (in physical education)

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It depend of tasks...
1.sometimes I wrot names of croatian writters (students take out of the box one paper with name) - If we have two groups one is poets another is writers
2. with numbers
3.Name of books
...

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It depend on the subject of the lesson. Sometimes, I group them according to their interests, sometimes I want them to be grouped by themselves with who they want.

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Having students choose groups is always a handshake! Some students do not get involved in group formation and this is going to go wrong. So I have used online tools for random group creation and I do it in class, and it has been working fine.

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Since my students' age group is small, it is often difficult to create groups themselves. A group is getting a lot of participation. I've got a lot of participation in the group of the student whose dominant feature is dominant. If someone is missing, the desk is a little tired and when you say you're a foot, the student's motivation is increasing.

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in groups? What works best in your experience? After you've answered, browse through your peers' contributions and "like" at least two ideas that you particularly appreciate.
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I usually consider heterogeneous groups. I think that helps you better. I punctually formed homogeneous groups to work more closely with these students in order to overcome their difficulties

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It depends on the task. Sometimes students divide themselves into groups according to their interests and preferences. For more complex tasks, I decide who will work in which group, depending on my previous observations and notes about the students.

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farklı yetenek ve ilgi alanlarına göre gruplar oluşturun.

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It depends on what kind of tasks it is. Sometimes I divide by level of knowledge and skills, and sometimes I strengthen the weaker group of students who are able to give them a chance and show that they can, if they wish

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I divide my students into heterogeneous groups, even if the groups are not rigidly closed, if needed everyone can offer their own actions to other groups.

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I let them to arrange groups at the beginning of the year. But after a while they start to know each other. I try to realize who has leadership skills because most problems appear from this. If a group has a few students have leadership skills, they try to convince each other for a while but it turns to arguing. So I try to divide leaderships.

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Mixed abilities (cognitive and social)

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I usually divide a group with students of mixed abilities.

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It depends on the class and the task.Usually either by sitting arrangement or by chance

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I would divide my students into collaborative groups and keep them together for a term. That way they get used to working together but don't feel they are 'stuck' with someone for the whole year. Occasionally I would let them choose who they want to work with, or if they prefer thwork alone, for a quick activity.

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Creating groups of students with different abilities allows them to contribute to each other's learning. So instead of competing with each other, they complement each other.

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I take students with different abilities in the same group, so I make a heterogeneous group, so they have completed each other's weaknesses.

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The easiest way is to make them pick up something - a piece of paper in different colour for example and to make them sit together divided by that criteria.

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I devide my class in to 3 groups while we are learning unknown vocabulary study and each group recite the words while they are learning they hep each other and learn wocabularies in a short perod of time.

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When I still do not know the students well, or because of the change in the cycle, the students do not know each other well, I usually form some groups with relatively random criteria to observe how they interact with each other and how to work each one.
If we are doing work in which there will be specific assignments to be assigned, I will distribute them according to the characteristics of the students so that everyone feels motivated to contribute something they are good at the same time , feel challenged to leave their comfort zone and develop other skills.
Sometimes when there are no specific assignments, I let the students decide who they want to work with.
Recently, in a group where it was difficult to establish good group dynamics, I used sociometric techniques to form groups, thus ensuring that all students had at least one colleague with whom they felt comfortable working and who did not they had to work with that person in the class with whom they did not feel affinity.
I do not think there is a recipe ... everyone has to experience what works best in each situation, with each group of students, with each task ....

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Using numbers, or days, or likes...

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The most funny way was yesterday, when I divide students using their birth month. :)

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different abilities ,in same group but listen their choose too

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different abilities ,in same group but listen their choose too

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randomly or having different levels of academic success

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I try to mix students who almost never talk in the playground for instance. That is the way to share thoughts and tasks in a collaborative team.

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We have created 3 separate groups. In the first group: 8 people who do not want to create groups alone, 8 people could reach the knowledge and understanding steps of the desired learning steps. Group 2: Totally 8 people were formed without rules. In this group, the idea of ​​competition and jealousy came to the fore with the idea of ​​being the first communication. Group 3 gender equality and group rules consisted of 8 partners. In this group, according to the other groups, most of the learning steps and even the upper level of the evaluation step was reached.

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I usually makegroups of three or four and I try to match students with different abilities levels, and paces.

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I always form groups of students with different abilities. I ensure them to contribute to each other’s  learning. So, I make them complete each other instead of competing with each other.

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Pair work or group of three with defined roles works best in my class as sometimes I children in groups of 4 loose focus easily.

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Generellay they seat with theri favorite partner I make group of four.If the group is not heterogeneous I change them.

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I usually have one one higher learner, 2 average learners and 1 slower learner in each group. they sit so that the higher learner in next to and in front of an average learner and diagonally across from the slower learner. This means that when we do activities, the faster and slower learners don't work directly with each other so they don't get frustrated. First they discuss things with one of the average learners and then as a whole group.

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I usually divide students into pairs.
Sometime  I let them choose who they will work with.

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I usallly divide pupils into pairs or groups of 4 and I let them choose who they will work with.

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Mixing up up students' according to their abilities seems to be the best decision

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it's quite individual choice.Depends on the subject, ss t

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I like to use different ways. Sometimes I just tell them to make for example groups of four and give them a minute do it. sometimes I tell them to form groups the way the sit in the classroom. For some activities I try to form groups with students of different abilities. At the beginning they like being grouped with their friends but as they get better at group work they like all possible settings.

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Depending on the task, sometimes I group them at random, using various objects/cards, sometimes let them organise in groups of 4-6, but most of the times I choose the groups in a balanced way depending on their learning style.

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I try to form groups with students of different abilities - and combine ones who are helpfull with the ones who need help.

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My students are 5 and 6 years old.
The distribution of groups varies according to the type of study.
In some group work I can bring my students together and can not do.
I support peer education, children learn from each other the most beautiful.
In some studies, I let my students choose their teammates.
Their process guidance is invaluable, I guide in the work.

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Sometimes they choose their partners but sometimes ı choose because some of them are worse ,shy and unwilling. or they cannot want to be in a group.

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The group is accountable for achieving its goals, and each member must be accountable for contributing a fair share of the work toward the group goal.

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I usually divide pupils into pairs or groups of 4 and I let them choose who they will work with.

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In our classroom, we try to group the children which are on different levels, mixed capabilities so they work in groups and feel that everyone can contribute, and with the support of their peers.

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sometimes the students may choose their own groups, but I'll prefer the Belbin team roles (https://www.belbin.com/about/belbin-team-roles/)

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The pupils are divided according to the purpose of the task. In learning tasks, they use heterogeneous groups that they share by counting. In designing projects I encourage them to group according to their preference for a particular way of working. But most often, with good results, I draw lots, count and then I invite them to work.

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Picking a number or I arrange them by their desks.

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I would like to give them the freedom of choice, but unfortunately they choose by friendship and some of them get left out. So I choose the groups considering their pluses as to complement each other and form the best team.

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They can choose themselves. Sometimes I use pictures, numbers...

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I choose it completely randomly. choosing a symbol from the box, to say color, find counting a number from the mind. So each group consists of different people.

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When students have many electives subjects, or there are students who miss class, it is difficult to do fixed groups.
I usually make groups of four random students, and every so often change the teams and change positions.

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in classroom environment, in groups of 4-5, based on their preferences
for home projects, in pairs, also based on their preferences

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I usually make groups of three students. The first group work of the school year I let them choose the groups. The following times it depends, sometimes we make it at random when I ask they to take a colour card or a word card from a bag and them I ask them to find their group in a game atmosphere, for example.

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My groups usually are formed by 4 or 5 students, and all of them are heterogeneus.

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Usually I let students choose their groups as well as the number of elements. Depending on the type of activity / project and especially the profile of the class / students, the number of members can be variable. The time factor can also be limiting the number of elements per group, since groups with a larger number of students have more difficulty organizing.

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I prefer teams of two or four elements. Usually students are free to to choose the criteria of constitution of each team. When according to the objectives of the lesson, I want homogeneous or heterogeneous groups, with special skills and levels, then I decide the criteria of constitution of the groups, who works with whom.

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From my point of view, the best way to divide students in groups is according to their skills and level. For example, it is highly recommendable to mix students who are above average with those who have more difficulties so that the former can help the latter. In addition, it is important to mix girls and boys.

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While doing activities during the lesson ı make them group to share their ideas

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I prefer to form heterogeneous groups, within which the less good students can be helped by the better ones. Sometimes I let the students form their own groups based on their friendships, especially when they have to work from home.

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I usually divide them into pairs or groups of 4 students. Either they themselves choose who they will work with or they are grouped according to the images they have pulled up from the box.

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Depending on the activity, the time, the purpose, and other factors I may choose to divide my students in:

1.Teacher-Assigned Groups (Randomly mixed up pre-assigned groups; Grouped according to same skill level; Grouped to mix skill levels; Grouped for classroom management)

2. Students Choose Groups (Students select own group; Students given options; Grouped according to interest)

3. Randomized Group Work (sometimes by using a digital grouping tool)

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I separate my students into groups according to their abilities and interests. While planning, I give importance to the contribution of the students in the group.

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Sometimes, I try to make homogeneous groups in class but, real life working teams are often unhomogeneous. So, while students are comming into the classroom, I rather give them stickers with the number of the group, from 1 to 5 and so on, again. It seems that it is a matter of good luck, to have successful team, but every student try to do his best...

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Initially, they choose groups themselves, usually groups of two. In later times, groups can change and eventually all become one group.

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At the first activity that I implement group work  in each of my classes I allow students to choose on their own the members of the groups. I only intervene in case that I notice that a student is secluded. I do so cause I have notice that students are very reluctant to collaborate with classmates who they are not close with.
At the activities that follows I ask that they change the synthesis of the original group members but I still let them choose on their own. After a few activities that the rule of changing group members is applied all the students have interacted with the majority of the classmates and they do not hesitate to collaborate with any of their classmates.

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Usually I use two different strategies is the moment to divide groups. For the first and second moments ir group work I let students choose with whom they would like to co-work. After that the follow group moments the group division obey some rules. What matters is to provide that erveryone work with everyone untill the end of works.

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Let them to choose their partner.

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It depends. But usually they just turn to their nearest colleagues if it is a work in class. Outsi
de class I let them choose the group. I am implenting a new way. They have to tell me 3 persons who they want to work with and 2 who they don't want to work with. And I will do the groups. Let's see how it works ;)

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I do not divide them. This is their choice.

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I let them choose, and i make small groups.

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I try to dives students into homogenous groups when all skills, all abilities are well mixed

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I usually divide the class into pairs, and I let them choose their partner. It's important for their learning process that they are with someone they care, trust and feel comfortable with. On the other hand, pairs tend to take care of each other and work the same, whereas in bigger groups there are always those who do nothing, don't give opinions, consequently don't learn.
This year I tried to choose the pairs in a class of 12 students: 6 girls and 6 boys, and I paired girls with boys. It worked really well. But it is not a rule. Another time I interfered with the choice of pairs was in a class where there were always the same 5 students left. Then I started to choose the pairs myself.

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I put them as their academic avarege and i'm trying to create homogenous groups

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If they solve a problem or they are crowded, I divide them in groups as their skills and academic success. I generally match high skill students with low skill students. Also I give the moderate job to unwilling students so they feel more responsible and attend more

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I create groups depending on the subject. Sometimes it is a random group, and sometimes are important students skills (high skill student with low skill student)

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create groups depending on the subject. Sometimes it is a random group, and sometimes a high skill student (low skill student)

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I usually group students as their academic skills. In a group there should be a quick learner, a slow learner and an avarege learner.

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Students are most often divided into groups where weaker students and those who are more able to do learn are together. I often choose the leader of a group that must also explain to students who have not understood something. Dividing students to groups with equal skills are sometimes not bad, but often they are less productive than the first solution.

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The main principle underlying group or pair formation has to do with the students’ abilities: advanced students pair with beginners, or strong students pair with weak ones. When pairing with a friend means a student becoming noisy, I prefer not to pair students with their friends.

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I leave students to form groups themselves. At the front are mixed groups. In each of them there is a leader of the group who is the bearer of the activity.

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Different ways - by their choice,  by numbers, random selection...
In my opinion the best way is by their choice.

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The best groups are three students, work in pairs due to the bench layout (bench behind the bench), a multi-member group when students are doing creative work. Giving, groups can be different depending on the type of problem.
Empathy is also important. In the group, they can not be together those unsuspecting students. Students must be free and satisfied, motivated.

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I do exactly like Francesca (Italy) with my teenagers: "weaker students with stronger ones. However, I also try to put together people who like each other, since it seems to be a crucial factor in the outcome of the task assigned"

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I work in a school that each class has few students, even some classes have three or four pupils. That’s why the best way for us is pair work.

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My division of groups depends on the class that I'm working in in that moment. Sometimes it's more efficient to let students choose their own groups and I just strict the number and sometimes I have to divide them depending on their possibilities and effort involved. Also, if the task isn't to big or to hard,  my students work in pairs.

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I usually let them choose their pairs. In the classes where groups are always the same, I interfere and I try they learn how to work with other mates.

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I divide students using list of them, odd and even number of groups. Sometimes I use list of them by choosing a student of bottom and a student of top of the list.
maybe choosing programmes like classdojo has been used.