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Skills Small Groups

Skills Small Groups. Session 4. 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. Ping Pong Toss, Round 2. Three volunteers needed 2 “players”

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Skills Small Groups

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  1. Skills Small Groups Session 4 EngageNY.org

  2. 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 EngageNY.org

  3. 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 EngageNY.org

  4. 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? EngageNY.org

  5. CKLA-Preschool Day At a Glance p. 45 EngageNY.org

  6. Video Clip: Small Groups EngageNY.org

  7. DAP 154 Small Groups p. 50 EngageNY.org

  8. DAP 153 Design of Small Group Activities Two small groups per day Active warm-up Skill-building activity p. 71 EngageNY.org

  9. Five Considerations for Small Groups • Materials Preparation • Placement and Movement • Activity Review and Rehearsal • Differentiation • Learning Center Reinforcement EngageNY.org

  10. Example Activity 1Words: 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.org

  11. Warm-Ups EngageNY.org

  12. Words: Same or Different? EngageNY.org

  13. DAP 161 Consideration 1: Materials Preparation pp. 25-26 pp. 45-46 • 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.org

  14. 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.org

  15. Consideration 3: Activity Review and Rehearsal Make a Copy for Aide to Review and Rehearse p. 46 • 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.org

  16. DAP 154 Consideration 4: Differentiation p. 143 • Adjusting instruction to students’ needs • Adjusting materials • Adding visual or physical cues • Adjusting pace • Using language support strategies to scaffold EngageNY.org

  17. DAP 154 Consideration 5: Learning Center Reinforcement Tip for extending learning into Centers p. 51 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.org

  18. Example Activity 2Writing with Primary Crayons • 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 EngageNY.org

  19. DAP 177 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.org

  20. Warm-Ups EngageNY.org

  21. DAP 164 Writing with Primary Crayons EngageNY.org

  22. Reflect on the“Five Considerations” • Materials Preparation • How did the teacher prepare? • Placement and Movement • Where could the activity occur? How could students have freedom of movement? • Activity Review and Rehearsal • Why might the teacher need to ‘practice’ delivering the activity? • Differentiation • How could the activity or materials be adapted for different learners? • Learning Center Reinforcement • What are some ideas for encouraging students to practice this skills in centers? EngageNY.org

  23. Small Group Logistics When? Who will lead? How many students/groups at once? Adaptations EngageNY.org

  24. When to Conduct Small Groups? Full-Day Schedule Half-Day Schedule In the morning when students (and teachers) are fresh After an active period, if students are expected to sit EngageNY.org

  25. 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.org

  26. C A T A B C Split Group C A T EngageNY.org

  27. 1 2 3 A B C Rotating Groups EngageNY.org

  28. Teacher Table Teacher Table Good Morning EngageNY.org

  29. 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.org

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