Helen Grace F.

Perez  Incorporate multiple senses: Use

materials that engage sight, sound,
ECED 13 touch, and even smell or taste when
appropriate. For instance, use colorful
visual aids, textured materials, and
Unit 4:14 PLANNING AND interactive tools that stimulate
IMPLEMENTING SMALL GROUP ACTIVITES interest.
 Hands-on activities: Implement tasks
WHY PLAN?
where participants can manipulate
- ORGANIZE OUR THOUGHTS AND objects, enhancing learning through
ACTIONS physical interaction.
- THINK CREATIVELY ABOUT
Environmental Cues
WHATTHEY WANT TO DO
- GATHER NEEDED EQUIPMENT AND  Set up the space well: Arrange chairs
MATERIALS IN ADVANCE and tables to encourage conversation
- MAP WAYS TO ADDRESSIMMEDIATE and teamwork
INSTRUCTIONAL OBJECTIVES AND  Add helpful visuals: Use charts or
LONG TERM EDUCATIONAL GOALS posters that relate to the activity
- ADDRESS THE NEEDS OF TE WHOLE
CHILD TASK ANALYSIS

PLANNING INVOLVES  Break tasks into small steps: Divide

activities into clear, manageable parts
- BEING DIAGNOSTICIANS so everyone knows what to do.
 Putting children first  Give clear instructions: Use simple
 Knowing childrens’ skills language and visuals to explain tasks.
- BEING DESIGNERS
 Applying principles of child BEHAVIORAL REFLECTION
development  Encourage self-reflection: After the
- BEING ORGANIZERS activity, ask participants what they did
 Analyzing resources & materials well and what they can improve.
 Goals and Objectives  Discuss as a group: Allow time for
TEACHING STRATEGIES participants to share their thoughts
and feelings about the activity.
 SENSORY INVOLVEMENT
 ENVIRONMENTAL CUES PARAPHRASE REFLECTION
 TASK ANALYSIS  Practice active listening: Ask
 BEHAVIOR REFLECTION participants to repeat what someone
 PARAPHRASE REFLECTION else said in their own words to ensure
 EFFECTIVE PRAISE understanding.
 GUIDED PRACTICE  Summarize key points: At the end of
 QUESTION discussions, have participants
 SILENCE highlight important ideas.
SENSORY ENGAGEMENT EFFECTIVE PRAISE
  Be specific with praise: Instead of gives everyone in a group the chance
saying “Good job,” say “I liked how to respond.
you helped your teammate.”  COOPERATVE LEARNING GROUPS -
 Encourage peer praise: Let Cooperative learning refers to a set of
participants acknowledge each instructional techniques in which
other’s efforts to build a supportive students work together in small
environment groups to complete an assignment or
project.
GUIDED PRACTICE  GROUP DISCUSSION - Carefully
 Show how to do the task: planned group discussions promote
Demonstrate the activity before student interaction, learning and
participants try it themselves. higher level reasoning and they can
 Provide support: Move around the target numerous instructional
group to help when needed. strategies such as inquiry, review, and
problem solving.
QUESTIONING  Through group discussions, teachers
can observe their students in a
 Ask open-ended questions: Use
different setting and gain greater
questions that require more than a
insight into the nature of individual
yes or no answer, like “What do you
students.
think about this?”
 Encourage questions: Allow TWO MAIN TYPES OF DISCUSSION
participants to ask each other
questions to promote discussion.  GUIDED - A guided discussion
augments a basic understanding of
SILENCE the content and requires students to
interpret, describe, generalize,
 Use pauses: Give participants time to
synthesize, and/or summarize their
think after asking a question or
prior knowledge. The teacher
sharing new information.
facilitates a guided discussion by
 Encourage reflection: Use quiet
asking thoughtful questions that lead
moments for participants to consider
students to a defined curricular point.
what they learned.
 REFELCTIVE - A reflective discussion,
SMALL GROUP STRATEGIES INSTRUCTIONS in contrast, requires students to think
creatively and critically. The teacher
 FLEXIBLE GROUPINGS - Flexible begins a reflective discussion by
grouping is one method of asking an introductory question on a
differentiating instruction based on contemporary and/or controversial
the achievement levels of the topic. The students formulate their
students. In this model, students are opinions on the topic and support
separated based on their them with facts from prior
demonstrated achievement and knowledge.
offered differing types of instruction
 NOMINAL BRAINSTORMING -
Nominal brainstorming is a
modification of brainstorming that