Disrupting Fixed Peer Dynamics: Random Grouping and On-Task Engagement in Upper Elementary Discussion
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Abstract
This self-study investigates how structured random grouping during small group discussions influences on-task student participation in an upper elementary classroom. The guiding research question was: How does using small group discussion across lessons affect on-task student participation during discussions? The study was conducted in a rural classroom of fifteen students who had attended school together for approximately five years. Due to these long-standing social dynamics, students often worked with the same peers, resulting in uneven participation and predictable discussion patterns. To address this, I implemented a structured random grouping strategy called clock partners across subject areas. Grounded in social constructivist theory, this approach conceptualizes learning as constructed through dialogue and interaction rather than isolated individual work (Vygotsky, 1978). Clock partners rotated students through consistent but varied pairings, disrupting fixed social groups and reducing academic hierarchies commonly associated with ability grouping. Data were collected through anecdotal observation notes and student surveys focused on participation, engagement, and peer interaction. Findings indicate that structured random grouping increased on-task behavior, distributed participation more evenly, and reduced reliance on dominant voices. Although some students initially resisted working with unfamiliar peers, most became more confident and engaged over time. These results suggest that intentional random grouping, combined with clear discussion norms and teacher facilitation, can promote more equitable participation and enhance engagement in upper elementary classrooms.
Disrupting Fixed Peer Dynamics: Random Grouping and On-Task Engagement in Upper Elementary Discussion
CNS Atrium
This self-study investigates how structured random grouping during small group discussions influences on-task student participation in an upper elementary classroom. The guiding research question was: How does using small group discussion across lessons affect on-task student participation during discussions? The study was conducted in a rural classroom of fifteen students who had attended school together for approximately five years. Due to these long-standing social dynamics, students often worked with the same peers, resulting in uneven participation and predictable discussion patterns. To address this, I implemented a structured random grouping strategy called clock partners across subject areas. Grounded in social constructivist theory, this approach conceptualizes learning as constructed through dialogue and interaction rather than isolated individual work (Vygotsky, 1978). Clock partners rotated students through consistent but varied pairings, disrupting fixed social groups and reducing academic hierarchies commonly associated with ability grouping. Data were collected through anecdotal observation notes and student surveys focused on participation, engagement, and peer interaction. Findings indicate that structured random grouping increased on-task behavior, distributed participation more evenly, and reduced reliance on dominant voices. Although some students initially resisted working with unfamiliar peers, most became more confident and engaged over time. These results suggest that intentional random grouping, combined with clear discussion norms and teacher facilitation, can promote more equitable participation and enhance engagement in upper elementary classrooms.