The first thing I look at when deciding how I will divide a big group into micro-groups is the purpose of the grouping. For instance, do I want heterogeneous or homogeneous groups? Do I want groups to have a certain composition or is random grouping best? Do learners need certain expertise to do some of the tasks and should this expertise be present in each group? The answers to these questions will guide the choice of a grouping activity.

Here I present some activities for forming micro-groups. I will classify them in 3 categories: random, purposeful, and topical grouping methods.

For instance, some time ago, I was in charge of a group of teachers working on secondary school curriculum design: the aim was to get designers to collaborate outside of subject matter silos and help them get acquainted with 3 different and complex competence models. Complex multi-stage groupings in 2 rounds allowed us to attain this goal as shown in the images below:

Without going into details about this particular case, the diagram above shows how grouping, when taken seriously, can become a very strong tool in the satchel of anyone who is an intentional facilitator.

To end, I would like to add that no matter what grouping technique you use, appropriate set ups for efficient group work always include roles for members.

When each member has a specific role in a group activity,  this supports individual accountability, constructive interdependence, responsibility and equal access to learning.

Here is an example of an easy way to set up roles in your groups. Naturally, this is only an example as roles depend on what tasks are at hand and what is needed to cooperate towards the set goals. As a principle, micro-group roles are always designed for a member of a micro-group to help the other members of the micro-group “do” and “act” together rather than “do” and “act” on his/her own.

Group Member Roles

• Put four colour markers on the micro-groups’ tables.
• When each group is constituted, they join at one table and each member picks up a marker. 

• The colour of their marker determines their role. For example:
  • Blue – Tracers: the task of the Tracer is to facilitate the group process. S/he has to keep the group hot on the trail, on the given task. For example, s/he makes sure that the steps  are summarised to help move on with the task.
  • Red – Encouragers: the task of the Encourager is to ensure equal access and participation for all the group members. S/he is a practical helper, who has to ensure that everybody contributes to the work equally. For example, s/he may encourage silent members to express themselves and talkative members to “rest” if needed.
  • Yellow – Timers: the task of the Timer is to help the micro-group be on time by finding common solutions, and help the group find efficient ways to complete its task on time. For example, s/he helps micro-group members find quicker ways to carry out their activity.
  • Green – Writers: the task of the Writer is to ensure that every group member’s voice is taken into account and recorded. S/he makes sure each member has written something on the final document.