abc academy curriculum course · •stoytelling and reenacting stories and nursery rhymes...
TRANSCRIPT
S E S S I O N 4
ABC ACADEMYCURRICULUM COURSE
PLANNING GROUP TIMES
• Small and large group times are adult initiated• They are planned and set in motion by the adult
• Present an opportunity to introduce various concepts, activities, and materials to children
• Group times also offer special social opportunities• During the child-initiated parts of the routine, children can
choose how solitary or sociable they wish to be working…
• By themselves
• With a friend or adult
• Or with a group
• Children who usually chose to play alone during other parts of the day are able to work alongside others during group times
SMALL GROUP TIME
• Guiding principles for planning successful small
group times• As you choose learning materials for small group experiences,
consider what you know about the interests and developing
abilities of the children in your classroom
• To accommodate the needs and interests of children in your
small group, choose materials that may be used in a variety of
ways
• Have back-up materials ready
SMALL GROUP TIME
• Use the setting of small group time as an opportunity to
introduce new materials or to revisit old materials the children
appear to have lost interest in
• During children’s explorations observe to see what their actions
tell you about the value of the materials and how you might
later use them in the classroom
• As you plan particular small group activities, consider the time of
year, how long the children have been together as a group,
and the experiences they’ve already had with the materials you
would be providing
SMALL GROUP TIME
• Sources of ideas for small group times
• Planning around children’s interests
• Planning around new materials
• Planning around the HighScope Key Developmental
Indicators
• Planning around the COR items & data
• Planning around community experiences
SMALL GROUP TIME
• The mechanics:
• Choose a consistent time and place for your small group to
gather
• Keep the membership of your group constant for a period
of several months of time
• Have materials ready before the group begins, and keep
your introduction to these materials brief
• Think beforehand about the individual children in your
group and how they may react to the materials
• Have available a safe and consistent alternative activity for
children who do not want to participate in small group time
• Focus your energies on maintaining an active learning
experience for all children
SMALL GROUP TIME
• Supporting children during their small group
explorations
• Stay on the children’s physical level
• Observe the things that children do with the materials
• Carefully listen to what children say
• Give attention to each child
• Do the same things children do
SMALL GROUP TIME
• Have conversations with children, being sure to let them lead the way
• Resist the urge to do things for children
• Ask questions sparingly
• Stay flexible as you conduct small group activities, allowing children to explore materials in their own ways and following their cures about the direction of the activity (be sure to establish safe and reasonable limits for their behaviors and actions
• Help children make the transition from the end of small group time to the beginning of the next part of your daily routine
LARGE GROUP TIME
• Large group times provide• Common experiences
• A sense of community
• Group membership/leadership opportunities
• Occasions for group problem solving
• Opportunities to introduce new experiences and materials
LARGE GROUP TIME
• Sources of ideas for large group time• Planning around children’s interests
• Planning around new materials
• Planning around the HighScope KDI’s
• Planning around the COR items & data
• Planning around community experiences
LARGE GROUP TIME
• Types of large group activities
• Singing songs, doing finger plays, saying chants and poems
• Stoytelling and reenacting stories and nursery rhymes
• Movement activities with or without music or objects
• Cooperative games or projects
LARGE GROUP TIME
• Mechanics of large group time• Choose a consistent time and place for your large group to
gather
• Have materials ready before the group begins, and keep your
introduction to these materials brief
• Think beforehand about the individual children in your group
and how they may react to the materials
• Have available a safe and consistent alternative activity for
children who do not want to participate in large group time
• Focus your energies on maintaining an active learning
experience for all children
LARGE GROUP TIME
• Supporting children during their large group explorations• Stay on the children’s physical level
• Observe the things that children do with the materials
• Carefully listen to what children say
• Do the same things children do
• Have conversations with children, being sure to let them lead the way
LARGE GROUP TIME
• Resist the urge to do things for children
• Ask questions sparingly
• Stay flexible as you conduct large group activities, allowing children to explore materials in their own ways and following their cues about the direction of the activity (be sure to establish safe and reasonable limits for their behaviors and actions)
• Help children make the transition from the end of large group time to the beginning of the next part of your daily routine
RESOURCES AVAILABLE
• 100 Small Group Time Activities
• 100 Large Group Time Activities
• 30 Days of Lesson Planning
• Planning Around Children’s Interests
EXAMPLES OF GROUP TIMES
• Please refer to your handouts
• Use one blank Group Time Planning Form to take notes
while watching the video examples
EXAMPLES OF SMALL GROUP TIME
EXAMPLES OF SMALL GROUP TIME
EXAMPLES OF SMALL GROUP TIME
EXAMPLES OF SMALL GROUP TIME
EXAMPLES OF LARGE GROUP TIME
EXAMPLES OF LARGE GROUP TIME
EXAMPLES OF LARGE GROUP TIME
EXAMPLES OF LARGE GROUP TIME
TRY IT OUT
• As a small group at your center, complete another
blank lesson plan form based on one of the video
examples we just watched
• Share with the whole group
• Use the 3rd blank form to in the next week to plan a
small or large group time
• Be prepared to share the outcomes with the group
the next time we meet
IMPLEMENTATION PLAN
• Lightbulb Moments
• Which concepts or ideas were new or suddenly made more
sense?
• Big Plans
• What will you do this week to take the next step with the
COR and/or the ASQ?
• Timeline
• What steps will you take to complete and facilitate your plan?
QUESTIONS
WRAP UP
• Evaluation
• Completion Record
• Next two weeks
• 3/25 – aides only
• 4/1 – spring break
• 4/8 – adult child interactions part 1 (everyone)