Activities can succeed or fail depending on the groups you create. It is often very effective to break a larger group into smaller, more manageable groups for practical work. They can work in a more focused way, there is often plenty of opportunity for active learning and discussion and it is more efficient of the teacher's time, especially in terms of giving feedback and support. Getting the right mix of learners in each group is easy if you use some simple techniques.

Try to create your groups sensitively: take into account gender, cultural differences, ability and even age and status. For example, if you are running a staff development session with a mixture of senior and junior staff or people with a mixture of professional backgrounds (think a mixture of health professionals or library and IT staff), consider whether mixing up the levels and occupations will help or hinder the achievement of your learning objectives. You can, of course, simply allow learners to form their own groups but this risks having groups who form their own agendas and who may just engage in social loafing.

You should give a justification for dividing learners into groups. Participants will want to know what the benefits are of working in a group on that activity and what they will gain from group work that will be more effective than working individually. This is critical: remember that learners will only really engage if they can see some value – if they can see what will be learnt by that engagement and that they will not be disadvantaged in terms of their own achievements by working with others.

Keep the work focused and time-bound. If you are expecting feedback then it is wise to warn the groups beforehand and ask them to nominate someone to act as rapporteur or leader.

Always try to circulate around the learning space unobtrusively while the groups are working; you can give valuable feedback by doing this and keep groups on track with the task. It will also allow you to gauge timings – you may need to shorten the time allowed or allow more. Try not to interrupt any discussion but sit at the edge and only comment for clarification, to reinforce a useful point or to move them gently back onto the point if they have strayed away.