Using Small Group Rotation to Improve Student Participation in Spanish Class

Abstract

The purpose of this study was to determine if the use of small group rotation would increase student participation during Spanish instruction in a fifth-grade class at a school receiving Title I assistance. Students participated in small group rotation using differentiated activities. Students were placed in groups of four to five based on prior classroom performance, the instruction was broken down to ten-minute mini-lessons using differentiated activities during the rotations. Data was collected using a pretest and a posttest. The study found that the use of small group rotation made a positive impact on student participation during Spanish class.