CHAPTER 4

Planning and Implementing Effective Group Time Activities

Definition

A 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.

Kinds 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!!

Four Parts of Group Time

OpeningBodyClosingTransitions

Opening

Capture the children’s attention and get them engaged

seating

Carpet squaresShapes on floorsAll over the placeIn chairs???

The Body

Main purpose of the group timeProps can be used

Aspects 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)

The Closing

Very important to bring closure to the group time

Review high points, but don’t go over and over.

Transitions

Definition: techniques used by teachers to get children and teachers from Point A to Point B smoothly and without incident.

Kinds of transitions

1. Musical Transitions either playing music singing of a song

2. Cognitive Transitions take the form of directions that tie in with a type of

perception or memory skill. Wearing red today What do we need to do next? What color leaf are you sitting on?

3. Physical Transitions move the children to the next area with some sort of

physical skill tiptoe to the door slither like a snake (both cognitive and physical)

4. Creative Transitions these are often pretend type transitions

make up a silly rhyme when you dismiss the children.

5. Pro social skills these would ask the children to find a friend to walk

with

concern 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

Keys to success

Provide a variety of experiences Topic Actions Involvement

Questions

Open ended Thought provoking Safe

Impacting Quality of Responses

Wait timeClarityPlacementCalling on children in different waysThought level

Wait Time

Increasing wait time increases number and quality of responses.

Three second average15 seconds is best

Clarity

Ask specific question, then stop talking.

Avoid 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.

Avoid 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?

Placement of Questions

Before reading—to comprehend specific information

During reading—to focusAfter reading—for general comprehension

Methods 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?)

Thought Level

WE need to take the developmental level of the children into place when we look at the thought level of the questions.

Literal

Interpretive

Application

Literal

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?”

Interpretation

Read 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?”

Application

Read 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?”—

Improving Questioning

Wait timeClarityPlacementCalling on childrenThought level