Interactive groups accelerate learning and promote social cohesion also in secondary education.

SCIENTIFIC ARTICLES:

• Ordóñez, R., & Rodríguez, M. R. (2016). Los grupos interactivos como metodología didáctica en Educación Secundaria: estudio de casos en un centro constituido en Comunidad de Aprendiizaje. Revista de Investigación En Educación, 14(2), 141–155. http://reined.webs.uvigo.es/index.php/reined/article/view/210/217
• Valero, D., Redondo-Sama, G., & Elboj, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education, 22(7), 787-802. https://doi.org/10.1080/13603116.2017.1408712
• Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge journal of education, 43(1), 17-33. https://doi.org/10.1080/0305764X.2012.749213

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COMMENT:

The interactive groups as successful educational actions show that they manage to accelerate learning in Primary Education schools, but these results are also verified in Secondary Education schools.
Some results show how interactive groups in Secondary Education get all students, including those with disabilities or those with minority background, to carry out more activities in less time, achieving improvements in instrumental subjects such as mathematics and language, in the acquisition of knowledge, greater intrinsic motivation, social well-being, attitudes of solidarity and mutual help.

OTHER SOURCES:

• INCLUD-ED (2012). Final INCLUD-ED Report. Strategies for Inclusion and Social Cohesion in Europe from Education. (IT4-CT-2006-028603). Brussels, Belgium: European Commission. https://cordis.europa.eu/project/id/28603/es