The Effective Lesson
Description
Whole group and small group instruction are different in many ways. In whole group instruction, students are taught skills that all students should master. In small groups, students practice the skills that they should master.
Analysis
When preparing for a kindergarten class, every lesson is different because of the format of the class. During direct instruction in the general lesson, structure takes vastly different forms in different subject areas and at different grade levels (Slavin, 2014, pg. 163). At the younger age, they tend to not sit and pay attention for long periods of time. To prepare for a whole group lesson, you should include seven parts to the lesson. (On the kindergarten level, some parts are done in small groups). You must make sure that objectives are developed clearly that teach the standards students must master. Let the students know the objectives by stating them and get the students excited to learn the objectives. Then review what students should know to help understand the lesson. You have to ensure that students have mastered prerequisite skills to link information that is already in their minds to the information you are about to present (Slavin, 2014, pg. 167). Go over any skills or concepts students need in order to understand the lesson (Slavin, 2014, pg.163). Summarize what students did the day before in the subject. When planning to teach a whole group lesson, make sure when you present new information, you have all the materials and supplies you need to demonstrate and show examples. When preparing a lesson, it is very important to maintain the attention of the students. Some lessons can bore students then they stop paying attention. To keep student’s attention use humor or illustrations. Effective teachers use a variety of strategies to hold the attention of students during whole group direct instruction. Next, probe students. Develop questions to check for understanding of what you are teaching. Learning probes give you feedback on student’s levels of understanding and allow students to try out their understanding of a new idea to find out whether they have it right (Slavin, 2014, pg. 170). Once probes are developed and students seem to understand the concept that is being taught, create an assessment where students practice what they have just learned independently. At a kindergarten level, the next steps are usually done in whole group after small groups are complete. Independent practice is used for practicing the skill. It lets students rehearse concepts and knowledge on their own. After independent practice, students should have a quick assessment after reviewing the skill. Leave time for feedback on correct answers. If students do not grasp concepts, you may have to reteach the skill they are supposed to be learning.
In small group, students are grouped heterogeneously. This is the time that activities are differentiated and based on their academic level. During this time of the lesson students practice what they have learned in various ways. Practice is an essential step in the process of transferring new information in working memory to long-term memory (Slavin, 2014, pg. 173). In small groups, the teacher can work with one group and monitor learning in the other groups. So, most of the learning part of the lessons in kindergarten are done in small groups during center activities. Small group takes up most of the time in a lesson on the kindergarten level. Once small groups are completed, we often do a quick independent activity to see which students understood what was taught. At the end of each lesson, we review what we did in the opening of the lesson and what students did in small groups. Then introduce what students will learn tomorrow.
Reflection
Whole group and small group instruction are significant in my classroom. Even though whole group is shorter in a kindergarten classroom setting due to students’ attention spans, we have a lot of information to teach during that time of the lesson. Small group instruction varies on what group I may meet with that particular day. When I prepare my activities, I must consider which group I will be meeting with and how they learn.
To become a better teacher, I will make sure when planning my lessons, I use the seven parts of a direct instruction lesson. I will make sure that I actually deliver the parts to my students even when time is a factor. I also have to incorporate more whole group activities and discussions that will not bore my students so they will pay attention and be engaged with the lesson.
Based on the concept, in my situation as a kindergarten teacher, I divide my whole group activity time into two sections. One of the sessions is before small group. The other is after small group. I will open with stating the objectives, reviewing the prerequisites, present new materials then conduct learning probes. Then I have students go into small groups and give them the opportunity to practice the skills that they have learned. After small groups, students are assessed in a formal or summative way they we review what was just taught in the lesson. This seem to work out the best for my teaching style and students.
The positive aspects of whole group and small group activities are meeting the needs of students in different ways. It gives students many opportunities to understand the standards that are being taught in each subject. It also allows us as teachers to see which students may need additional support when a concept is being taught.
References
Slavin, R. E. (2014). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson Education.
Whole group and small group instruction are different in many ways. In whole group instruction, students are taught skills that all students should master. In small groups, students practice the skills that they should master.
Analysis
When preparing for a kindergarten class, every lesson is different because of the format of the class. During direct instruction in the general lesson, structure takes vastly different forms in different subject areas and at different grade levels (Slavin, 2014, pg. 163). At the younger age, they tend to not sit and pay attention for long periods of time. To prepare for a whole group lesson, you should include seven parts to the lesson. (On the kindergarten level, some parts are done in small groups). You must make sure that objectives are developed clearly that teach the standards students must master. Let the students know the objectives by stating them and get the students excited to learn the objectives. Then review what students should know to help understand the lesson. You have to ensure that students have mastered prerequisite skills to link information that is already in their minds to the information you are about to present (Slavin, 2014, pg. 167). Go over any skills or concepts students need in order to understand the lesson (Slavin, 2014, pg.163). Summarize what students did the day before in the subject. When planning to teach a whole group lesson, make sure when you present new information, you have all the materials and supplies you need to demonstrate and show examples. When preparing a lesson, it is very important to maintain the attention of the students. Some lessons can bore students then they stop paying attention. To keep student’s attention use humor or illustrations. Effective teachers use a variety of strategies to hold the attention of students during whole group direct instruction. Next, probe students. Develop questions to check for understanding of what you are teaching. Learning probes give you feedback on student’s levels of understanding and allow students to try out their understanding of a new idea to find out whether they have it right (Slavin, 2014, pg. 170). Once probes are developed and students seem to understand the concept that is being taught, create an assessment where students practice what they have just learned independently. At a kindergarten level, the next steps are usually done in whole group after small groups are complete. Independent practice is used for practicing the skill. It lets students rehearse concepts and knowledge on their own. After independent practice, students should have a quick assessment after reviewing the skill. Leave time for feedback on correct answers. If students do not grasp concepts, you may have to reteach the skill they are supposed to be learning.
In small group, students are grouped heterogeneously. This is the time that activities are differentiated and based on their academic level. During this time of the lesson students practice what they have learned in various ways. Practice is an essential step in the process of transferring new information in working memory to long-term memory (Slavin, 2014, pg. 173). In small groups, the teacher can work with one group and monitor learning in the other groups. So, most of the learning part of the lessons in kindergarten are done in small groups during center activities. Small group takes up most of the time in a lesson on the kindergarten level. Once small groups are completed, we often do a quick independent activity to see which students understood what was taught. At the end of each lesson, we review what we did in the opening of the lesson and what students did in small groups. Then introduce what students will learn tomorrow.
Reflection
Whole group and small group instruction are significant in my classroom. Even though whole group is shorter in a kindergarten classroom setting due to students’ attention spans, we have a lot of information to teach during that time of the lesson. Small group instruction varies on what group I may meet with that particular day. When I prepare my activities, I must consider which group I will be meeting with and how they learn.
To become a better teacher, I will make sure when planning my lessons, I use the seven parts of a direct instruction lesson. I will make sure that I actually deliver the parts to my students even when time is a factor. I also have to incorporate more whole group activities and discussions that will not bore my students so they will pay attention and be engaged with the lesson.
Based on the concept, in my situation as a kindergarten teacher, I divide my whole group activity time into two sections. One of the sessions is before small group. The other is after small group. I will open with stating the objectives, reviewing the prerequisites, present new materials then conduct learning probes. Then I have students go into small groups and give them the opportunity to practice the skills that they have learned. After small groups, students are assessed in a formal or summative way they we review what was just taught in the lesson. This seem to work out the best for my teaching style and students.
The positive aspects of whole group and small group activities are meeting the needs of students in different ways. It gives students many opportunities to understand the standards that are being taught in each subject. It also allows us as teachers to see which students may need additional support when a concept is being taught.
References
Slavin, R. E. (2014). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson Education.
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