Small group instruction can be a useful way to assist students who are in need of additional academic support. With all of the benefits, every student should be eager to participate, right? Though I would love to respond with a resounding “Yes!”, unfortunately, that is not the case. As a teacher, you may have had moments where you have prepared an amazing small group activity for students that you are certain will leave them in awe. However, instead of them expressing enthusiasm, they are totally disengaged and have no interest at all. This may be disappointing, but I believe that their indirect feedback is information worth taking into consideration.

At first, I was certain that with the implementation of small group instruction all would be well and no child would be left behind. Time and experience proved that there would be moments where students would not always be excited about participating, even if they knew how helpful it would be for them to do so. Lack of participation prompted me to think about my approach to small groups. I questioned the effectiveness of this intervention if I was unable to successfully get students to buy in. What did I need to do differently that would motivate students to engage? With a little guidance and encouragement, I moved forward with three ways to increase student engagement in small groups. They are as follows:

• Switch it up: Small groups afford teachers opportunities to facilitate direct instruction for students who need a better understanding of the content. However, low performing students do not always have to be those who are targeted. If low performers are being pulled for small group instruction consistently, they could become self-conscious about needing extra support. Shutting down could be the result, causing them to be less likely to engage in small group activities. Working with a range of students from time-to-time could be a great alternative. Switching things up keeps students on their toes because they never know who will be chosen to work in small groups. It also sets the standard that all students should posture themselves to exceed their level of understanding when called upon.

• Mix it up: Facilitate small group instruction with heterogeneous groups of students whose scores range from 70%-90% on a formative or summative assessment. Interacting in the small group gives them opportunities to share different perspectives and increase their knowledge. When students are aware that they will not be singled out as low performers, they are more likely to

• Level up: Sometimes, the participation may be low due to students not feeling challenged by the activities they have been given. Lack of engagement could reflect boredom. One remedy for boredom is increased rigor. Increasing the rigor of small group activities can help students to stretch cognitively by going beyond learning expectations. Such activities could include opportunities for students to create or build, a scavenger hunt (this can be done with technology), or a reading comprehension exercise with higher level questions.

Using different strategies will help students to be more engaged because the needs of multiple types of students are being considered during the formation of small groups. It may take some time to determine the best course of action with students who choose not to participate, but I believe that it is worth the effort. The right combination of activities and student groups will require preparation (and patience!), but it will make all of the difference long-term.