Presentation on theme: "Planning and Implementing Effective Group Time Activities"— Presentation transcript:
1Planning and Implementing Effective Group Time Activities Chapter 4
2DefinitionA time for all the children to gather and learn as a group from the teacher. The teacher is usally in control at this time. There is usally an exciting lure into the group time, and then through the use of songs, hands on activities, story and creative movement to reinforce, or introduce a topic.
3Kinds of Learners LOOKERS (do they have something to look at?) Listeners (is there something to hear?)Movers and Shakers (do they have something to do, or act out, or move some part of their body)We must plan for all children at our group time!!
4Four Parts of Group Time OpeningBodyClosingTransitions
5OpeningCapture the children’s attention and get them engaged
6seating Carpet squares Shapes on floors All over the place In chairs ???
7The BodyMain purpose of the group timeProps can be used
8Aspects of Group time Beginning Welcome (attention getter) Movement (at some point , even of their fingers if you don’t want whole body movement)Finger play/song (possibly to sing at the beginning of group time to signal that we are starting and eyes need to be on me!)Book (or flannel story, puppet, big book, pictures)Questions (thought through and open)Props (helps the visual learners)
9The Closing Very important to bring closure to the group time Review high points, but don’t go over and over.
10TransitionsDefinition: techniques used by teachers to get children and teachers from Point A to Point B smoothly and without incident.
11Kinds of transitions 1. Musical Transitions either playing music singing of a song
122. Cognitive Transitions take the form of directions that tie in with a type of perception or memory skill.Wearing red todayWhat do we need to do next?What color leaf are you sitting on?
133. Physical Transitionsmove the children to the next area with some sort of physical skilltiptoe to the doorslither like a snake (both cognitive and physical)
144. Creative Transitions these are often pretend type transitions make up a silly rhyme when you dismiss the children.
155. Pro social skillsthese would ask the children to find a friend to walk withconcern what if they don’t have a friend or if there is an odd number of children, or if a child does not want to go with them
16Keys to success Provide a variety of experiences Topic Actions Involvement
18Impacting Quality of Responses Wait timeClarityPlacementCalling on children in different waysThought level
19Wait TimeIncreasing wait time increases number and quality of responses.Three second average15 seconds is best
20ClarityAsk specific question, then stop talking.
21Avoid Unclear Questions For example “What about elephants?” would be a hard question to answer because the children would not know which direction the teacher was going with the question.
22Avoid Asking Series of Questions What do tigers eat? Do they eat plants? Would you find one attacking another tiger to eat it?If we ask too many questions at one time, then it becomes overwhelming and can we even remember the first question asked?
23Placement of Questions Before reading—to comprehend specific informationDuring reading—to focusAfter reading—for general comprehension
24Methods of Calling on Children Solitary response (Jim, what is the date?)Controlled response (What is the date, Jim?)Uncontrolled response (What is the date?)Mass response (What is the date, class?)
25Thought LevelWE need to take the developmental level of the children into place when we look at the thought level of the questions.LiteralInterpretiveApplication
26Literal Read the actual words said. Is today Wednesday September 13th? Which is more a confirmation of the date and day of the week!“Does he love me?”
27InterpretationRead between the words Is today Wednesday September 13th?What is the teacher trying to say to me, did I forget something, am I not supposed to be here today?“Did he kiss me like he loves me?”
28ApplicationRead beyond the words. Is today Wednesday September 13th?and as the Teacher and I reminding the student about their assignment that is due?“Will he ask me to marry him?”—
29Improving Questioning Wait timeClarityPlacementCalling on childrenThought level