Teachers must take several things into consideration when planning small group instruction. These considerations are:
Successful group instruction will plan what academic areas are best suited for small group instruction, and from there can consider the length, group members, and the teacher’s role in these groups. Often teachers will create five different groups with two to four students and allow the groups to rotate to different learning centers throughout the room. Each learning center will have a group activity, and one of those centers will be teacher-lead.
- Academic areas to be instructed
- Length of time for instruction
- Group members
- Amount of direct teacher instruction
Successful group instruction will plan what academic areas are best suited for small group instruction, and from there can consider the length, group members, and the teacher’s role in these groups. Often teachers will create five different groups with two to four students and allow the groups to rotate to different learning centers throughout the room. Each learning center will have a group activity, and one of those centers will be teacher-lead.
Another option for small group instruction is to pull students from specific groups to work with a para educator, specialist, or volunteer on a specific subject. These instances are planned and scheduled in advance for the smoothest transition possible.
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Preparing for Small Group Instruction
Imagine you are teaching a new concept to a group of students. To the best of your knowledge, they have never studied this topic before. It is completely new to them. Would you give them a task to complete and just expect them to know the material, or would you prepare them for the new concept by doing a demonstration first, letting them ask questions, and then starting in on some work? The second option is always the best. Giving students some practice, preparation and then independent work time will yield the best results. The same can be said for implementing small group instruction for the first time. There are steps that need to be taken. |
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Prior
to beginning small group instruction times with your group, you must
prepare the children. Whether you are implementing small group
instruction for the first time, or are beginning with a new group. The
children in your classroom must know what is expected, how to complete
each task, and how to transition.
Here are some suggestions for preparing for small group instruction:
Here are some suggestions for preparing for small group instruction:
- Practice! Explain the routine and give children the opportunities to practice those routines.
- Set clear expectations. All children should know what is expected during group times.
- Perfect transitions. Find what works best for your group and dial that in. It’s okay to practice this.
- Prepare your students. Explain what, when and why these groups will happen. Keeping them in the loop will prove to ease their stress-and yours!
Developmentally Appropriate Practices
When taking two or more children aside for small group instruction remember to prepare the lesson and follow up activity according to the children’s developmental level. The lesson and extension activity should include materials and equipment that can be manipulated by the children; such as teaching addition or subtraction using dominoes, counters or dice. The time you spend in direct teaching should be appropriate to the age of the child and their attention span. The way in which you present your lesson will be different with a three year old than it would be with a six year old.
The location which you work on a specific skill or present a new concept can be anywhere in the room throughout the day, not just at a table. For instance you could join children where they are playing and present a concept there. The block area is a great place for math, geometry, gravity, and logic concepts. Teaching in the child’s space with materials the child is familiar with makes learning relevant.
When taking two or more children aside for small group instruction remember to prepare the lesson and follow up activity according to the children’s developmental level. The lesson and extension activity should include materials and equipment that can be manipulated by the children; such as teaching addition or subtraction using dominoes, counters or dice. The time you spend in direct teaching should be appropriate to the age of the child and their attention span. The way in which you present your lesson will be different with a three year old than it would be with a six year old.
The location which you work on a specific skill or present a new concept can be anywhere in the room throughout the day, not just at a table. For instance you could join children where they are playing and present a concept there. The block area is a great place for math, geometry, gravity, and logic concepts. Teaching in the child’s space with materials the child is familiar with makes learning relevant.
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Copyright 2019. Successful Solutions Professional Development LLC. All Rights Reserved.
Student support 7 days a week, including most holidays!
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