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©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/

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Presentation on theme: "©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/"— Presentation transcript:

1 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: 1EngageNY.org 1

2 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. EngageNY.org Skills Small Groups Session 4

3 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. EngageNY.org3 Ping Pong Toss, Round 1 Nine volunteers needed  8 “players”  1 “coach” Players turn their backs to the basket Players try to toss balls into their baskets Coach gives feedback to each player

4 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. EngageNY.org4 Ping Pong Toss, Round 2 Three volunteers needed  2 “players”  1 “coach” Players turn their backs to the basket Players try to toss balls into their baskets Coach gives feedback to each player

5 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. EngageNY.org5 Debrief: Ping Pong Toss Which “round” was more challenging? Why? What type of feedback could the coach give during Round 1? During Round 2? How was the player’s experience different in Round 1 vs. Round 2?

6 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. EngageNY.org6 CKLA-Preschool Day At a Glance p. 45

7 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Video Clip: Small Groups EngageNY.org7

8 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. EngageNY.org8 Small Groups p. 50 DAP 154

9 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Design of Small Group Activities EngageNY.org9 p. 71 Two small groups per day Active warm-up Skill-building activity DAP 153

10 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Five Considerations for Small Groups EngageNY.org10 1.Materials Preparation 2.Placement and Movement 3.Activity Review and Rehearsal 4.Differentiation 5.Learning Center Reinforcement

11 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Example Activity 1 Words: Same or Different? Teaches word awareness Teaches vocabulary ‘same/different’ After environmental noises, before individual sound awareness Note Small Group activity design: cycles of active and calm tasks EngageNY.org11

12 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Warm-Ups EngageNY.org12

13 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Words: Same or Different? EngageNY.org13

14 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Consideration 1: Materials Preparation Before beginning the DOMAIN  Consult the Materials List in the Introduction Before beginning the ACTIVITY  Consult Advance Preparation under the At-A- Glance chart EngageNY.org14 pp pp DAP 161

15 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Consideration 2: Placement and Movement Review the activity to decide where in the classroom to conduct it  Art Center? Rug? Table? Outside? Hallway? Provide freedom of movement  Can students stand? Wiggle around? Work on a floor mat? EngageNY.org15

16 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Consideration 3: Activity Review and Rehearsal Teacher AND Classroom Aide Review  Understand objectives, decide who will conduct each activity, arrange materials Classroom AND Classroom Aide Rehearse  Practice unfamiliar teaching techniques and language of instruction EngageNY.org16 p. 46 Make a Copy for Aide to Review and Rehearse

17 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Consideration 4: Differentiation Adjusting instruction to students’ needs  Adjusting materials  Adding visual or physical cues  Adjusting pace  Using language support strategies to scaffold EngageNY.org17 p. 143 DAP 154

18 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Consideration 5: Learning Center Reinforcement Students practice and generalize skills from Small Group by repeated practice in other contexts Teachers place Small Group materials and related materials in Learning Centers Teachers create new versions of materials to extend learning EngageNY.org18 Tip for extending learning into Centers p. 51 DAP 154

19 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Example Activity 2 Writing with Primary Crayons EngageNY.org19 Teaches handwriting strokes- shapes that make up letters Teaches tripod grip using fat crayons After fine motor skills activities, before writing alphabet letters Note Small Group activity design: cycles of active and calm tasks

20 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Warm-Ups I can stretch; I can bend. I can wave to a friend. I jump so high; I crouch so low. I tap the floor with my toe. I cross my arms and breathe in deep. I calm my body and take a seat. EngageNY.org20 DAP 177

21 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Warm-Ups EngageNY.org21

22 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Writing with Primary Crayons EngageNY.org22 DAP 164

23 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Reflect on the “Five Considerations” 1.Materials Preparation  How did the teacher prepare? 2.Placement and Movement  Where could the activity occur? How could students have freedom of movement? 3.Activity Review and Rehearsal  Why might the teacher need to ‘practice’ delivering the activity? 4.Differentiation  How could the activity or materials be adapted for different learners? 5.Learning Center Reinforcement  What are some ideas for encouraging students to practice this skills in centers? EngageNY.org23

24 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. When? Who will lead? How many students/groups at once? Adaptations Small Group Logistics EngageNY.org24

25 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. When to Conduct Small Groups? In the morning when students (and teachers) are fresh After an active period, if students are expected to sit EngageNY.org25 Full-Day ScheduleHalf-Day Schedule

26 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Who Will Lead Small Groups? Adults: Teachers, Aides, Special Educators, Volunteers, etc.  Only the teacher  The teacher and another adult at the same time The Child: Independent group that is child-led to reduce group size (teacher-planned activity, not CKLA- Preschool) EngageNY.org26

27 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Split Group A B C C A T EngageNY.org27

28 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Rotating Groups A B C EngageNY.org28

29 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Teacher Table Good Morning Teacher Table EngageNY.org29

30 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Reflect: Small Groups in Your Classroom Full adoption requires two ten-minute Small Groups daily Some teachers may need to adapt this schedule Take time to reflect on shifts that you might make to accommodate Small Groups See list of possible strategies for adapting CKLA-Preschool EngageNY.org30


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