Group Instruction (All Talk)

Group Instruction (All Talk)

(Teaching the Gospel, pp. 42-43)

Students can search, analyze, and apply in class instruction, individual instruction, and group instruction. When you put students in group instruction, participation increases and class energy rises because every student is involved. “It is sometimes helpful to divide the class into pairs or small groups so students can work with each other on a task or assignment, such as studying a block of scriptures. Large groups of five or more often become less serviceable” (Teaching the Gospel. P. 42).

Use Pairs and Quads

Groups of two (pairs) and four (quads) students are easy to manage. Arrange the classroom so students are sitting in rows. Most classrooms can accommodate six rows. When it is time to work in pairs or quads, students in one row, without moving their chairs, turn and work with the students in the next row. The following task- Teach, Interview, Compare, and List (TICL, pronounced tickle) work well with groups:

Teach. Each student in a group reads a different set of verses and then teaches the group about their verses. For example, suppose the scripture block is Luke 15:1-9. You could assign one student in a pair to read verses 4-7 about the lost sheep and assign the other student to read verses 8-9 about the lost coin. After they read they teach each other about their parable.

Interview. Students ask each other analyze or apply questions you have on the board or on an overhead. Students could also interview each other about their feelings concerning a principle or doctrine. For example, suppose the scripture block is Luke 15. After students search individually and become familiar with the three parables about those who are lost, they take turns asking each other the following application questions:

Tell me about a friend who was spiritually lost?

What did you do to help him or her?

How did you feel when he or she repented?

If he or she did not repent, what did you do?

Compare. Students compare their answers to questions from a search activity, a review, or a test. For example, suppose the scripture block is Luke 15:1-9 about the parable of the lost sheep. Students could answer the questions below, compare their answers with a partner, then search the verses for the correct answers. A different idea is to have students search for the answers in the verses then compare answers.

In the parable of the lost sheep,The 99 sheep are compared to

A. Left the 99 sheep in the wildernessA. People who repent

B. Went in the wilderness to find the oneB. People who do not repent

C. Stayed away from the wildernessC. People who do not need to repent

Suppose the scripture block is Luke 19:28-44 about Jesus’ last entry into Jerusalem. Students could search the verses and write on a piece of paper the answers to the questions below. Then they compare and combine their answers in pairs or quads.

Why did Jesus enter the city on a donkey?

Why did the whole multitude praise him as he entered the city?

Why did Christ weep over Jerusalem?

Suppose the scripture block is Luke 15:11-32 about the prodigal son. One student in the pair could be asked to read the parable looking for the younger brother’s problem and the other student would look for the older brother’s problem. After they read, they compare their insights about each brother.

Lists. Students work together to come up with a list of ideas and then select the one or two that are most important. For example, after students discuss the three parables in Luke 15 about those who are lost, they could make a list of different ways they could help friends who are spiritually lost.

Make Sure the Groups Understand the Assignment

Before dividing students into pairs or quads, explain and model how to do the assignment. Have the instructions on the board or show them on an overhead. When students are in groups, move around the class to encourage them and help them stay on task.

Set a Time

Announce to the groups the number of minutes they have to complete the assignment. This will help students feel the urgency to stay on task. Most group work can be done in 2 to 5 minutes. Avoid asking students if they need more time. They will usually say “yes” even though they do not need the time.

Do Group Work without Moving the Chairs

Moving chairs back and forth can create a lot of confusion and take unnecessary time. It is important that students conveniently converse with each other but this can be done without moving the chairs. Have students turn in their seats and talk with each other across the rows.

Make Sure Students Do the Task Individually First

Students get off task when they do not have a specific assignment. Most of the time students work better in groups when they do the group task individually before they get in their groups. For example, if the group assignment is to make a list of ways to apply a scripture passage, have students individually make a list and then share and combine their lists with the members of their group. If the group assignment is to write an answer to a question, have students first write an answer individually.

Plan a Smooth Transition from Group to Class Instruction

During group work, all the students are talking. After students finish their assignments, you will want them to talk one at a time. You may find it difficult to quiet students down after the group work. An effective way to transition from group to class instruction is to make a statement that elicits another statement from the students. For example, you might say, “let us all” and students respond with “speak in turn.” Once teacher says, “love your” and students respond with, “neighbor.” When students give their response in unison, it unifies them and brings their attention back to the front of the class. Other ideas you can use to transition from group to class instruction include: turning the lights off and on, clapping your hands, hitting a gavel, or ringing a bell.