PREPARE

PRESENT
PLANNING AND IMPLEMENTING SMALL GROUP ACTIVITES

WHY PLAN?

•ORGANIZE OUR THOUGHTS AND ACTIONS

•THINK CREATIVELY ABOUT WHATTHEY WANT TO DO

•GATHER NEEDED EQUIPMENT AND MATERIALS IN ADVANCE MAP WAYS TO

ADDRESSIMMEDIATE

•INSTRUCTIONAL OBJECTIVES AND LONG TERM EDUCATIONAL GOALS

•ADDRESS THE NEEDS OF TE WHOLE CHILD

PLANNING INVOLVES:

 BEING DIAGNOSTICIANS

•Putting children first

•Knowing childrens' skills

 BEING DESIGNERS

•Applying principles of child development

 BEING ORGANIZERS

•Analyzing resources & materials

•Goals and Objectives

 TEACHING STRATEGIES
 SENSORY INVOLVEMENT ENVIRONMENTAL CUES
 TASK ANALYSIS
 BEHAVIOR REFLECTION
 PARAPHRASE REFLECTION
 EFFECTIVE PRAISE
 GUIDED PRACTICE
  QUESTION
 SILENCE

SENSORY ENGAGEMENT

•Incorporate multiple senses: Use materials that engage sight, sound, touch, and even smell or
taste when appropriate. For instance, use colorful visual aids, textured materials and interactive
tools that stimulate. interest.

•Hands-on activities: Implement tasks where participants can manipulate objects, enhancing
learning through physical interaction.

Environmental Cues

•Set up the space well: Arrange chairs and tables to encourage conversation and teamwork

•Add helpful visuals: Use charts or posters that relate to the activity

TASK ANALYSIS

•Break tasks into small steps: Divide activities into clear, manageable parts so everyone knows
what to do.

•Give clear instructions: Use simple language and visuals to explain tasks.

BEHAVIORAL REFLECTION

•Encourage self-reflection: After the activity, ask participants what they did well and what they
can improve.

•Discuss as a group: Allow time for participants to share their thoughts and feelings about the
activity.

PARAPHRASE REFLECTION

•Practice active listening. Ask participants to repeat what someone else said in their own words
to ensure understanding.

•Summarize key points: At the end of discussions, have highlight important ideas. participants

EFFECTIVE PRAISE

•Be specific with praise: Instead of saying "Good job," say "I liked how. you helped your
teammate."
•Encourage peer praise: Let participants acknowledge each other's efforts to build a supportive
environment.

GUIDED PRACTICE

•Show how to do the task: Demonstrate the activity before participants try it themselves..

•Provide support: Move around the group to help when needed.

QUESTIONING

•Ask open-ended questions: Use questions that require more than a yes or no answer, like
"What do you think about this?"

•Encourage questions: Allow participants to ask each other questions to promote discussion.

SILENCE

•Use pauses: Give participants time to think after asking a question or sharing new information.

•Encourage reflection: Use quiet moments for participants to consider what they learned.

SMALL GROUP STRATEGIES INSTRUCTIONS

FLEXIBLE GROUPINGS-Flexible grouping is one method of differentiating instruction based

on the achievement levels of the students. In this model, students are separated based on their
demonstrated achievement and offered differing types of instruction

NOMINAL BRAINSTORMING-Nominal brainstorming is a modification of brainstorming

thatgives everyone in a group the chance. to respond.

COOPERATVE LEARNING GROUPS-Cooperative learning refers to a set of instructional

techniques in which students work together in small groups to complete an assignment or
project.

GROUP DISCUSSION- Carefully planned group discussions promote student interaction,

learning and higher level reasoning and they can instructional strategies such as inquiry, review,
and problem solving. target numerous

Through group discussions, teachers can observe their students in a different setting and
gain greater insight into the nature of individual students

TWO MAIN TYPES OF DISCUSSION

GUIDED- A guided discussion augments a basic understanding of the content and requires
students to interpret, describe, generalize, synthesize. and/or summarize their prior
knowledge. The teacher facilitates a guided discussion by asking thoughtful questions that lead.
students to a defined curricular point.

REFELCTIVE - A reflective discussion, in contrast, requires students to think creatively and

critically. The teacher begins a reflective discussion by asking an introductory question on a
contemporary and/or controversial. topic. The students formulate their opinions on the topic
and support them with facts from prior knowledge.

PARTS OF AN ACTIVITY PLAN

Title:

A concise and descriptive name for the activity.

Learning Outcomes:

Clearly stated, measurable goals that participants should achieve by the end of the activity.
These outline what participants will know, understand, or be able to do.

Content:

The subject matter, information, or skills that will be covered. This could be a specific topic,
concept, or set of skills.

Materials:

A list of all necessary resources, including tools, equipment, handouts, or other supplies.

Procedures:

A step-by-step guide for conducting the activity, including instructions for both the facilitator
and participants. This section should outline the sequence of events, activities, and transitions.

Extensions:

Ideas for extending the activity or providing additional challenges for participants who grasp the
concepts quickly or wish to delve deeper.

Simplifications:

Suggestions for adapting the activity for participants who may need additional support or
modifications. This ensures that the activity is accessible to a wider range of learners.
PRACTICE
1. Who should be the main focus when planning small group activities?

A. The teacher

B. The children

C. The parents

D. The principal

2. Who applies the principles of child development in the planning process?

A. Organizers

B. Diagnosticians

C. Designers

D. Leaders

3. Who gives participants time to think after a question is asked?

A. The leader

B. The facilitator

C. The principal

D. The janitor

4. Who is responsible for moving around the group to offer help during guided practice?

A. Participants

B. Teacher or facilitator

C. Parents

D. Designers

5. Who encourages peer praise among group members?

A. Teacher/facilitator

B. Class leader

C. Student leader
D. Parents

6. What is the main reason for planning small group activities?

A. To entertain children

B. To organize thoughts and actions

C. To fill time in class

D. To avoid work

7. What type of brainstorming gives everyone in the group a chance to respond?

A. Open brainstorming

B. Nominal brainstorming

C. Silent brainstorming

D. Rapid brainstorming

8. What is the first step in task analysis?

A. Test the activity

B. Give clear instructions

C. Break tasks into small steps

D. Ask questions

9. What type of discussion requires students to interpret, generalize, and summarize?

A. Free discussion

B. Guided discussion

C. Reflective discussion

D. Spontaneous discussion

10. What is the purpose of environmental cues?

A. To decorate the room

B. To set up the space for learning

C. To distract students
D. To make the class quiet

11. When should facilitators give specific praise to participants?

A. Before the activity starts

B. After observing positive behavior

C. Only at the end of the school year

D. Only when asked

12. When should you use silence during group activities?

A. While students are talking

B. After asking a question

C. At the start of the school day

D. Only during exams

13. When is it best to ask open-ended questions?

A. When you want a short answer

B. When promoting discussion and deeper thinking

C. When the class is noisy

D. When the activity is over

14. When can extensions in an activity plan be used?

A. When learners need extra challenges

B. Only for slow learners

C. Only in the last lesson

D. During break time

15. When is guided practice most effective?

A. After demonstrating the task

B. Before explaining the instructions

C. When participants are absent

D. During dismissal

16. Where should charts or posters be placed to support environmental cues?

A. Inside the teacher’s drawer

B. On the classroom walls

C. In the storage room

D. At the principal’s office

17. Where can cooperative learning groups be most useful?

A. In activities requiring teamwork

B. During silent reading

C. During exams

D. In teacher-only meetings

18. Where should chairs and tables be arranged to encourage teamwork?

A. In straight rows

B. In circles or clusters

C. Far apart

D. Facing away from each other

19. Where can reflective discussions be most appropriate?

A. On controversial or creative topics

B. On spelling tests

C. On daily attendance

D. On school rules only

20. Where should a list of materials for an activity plan be written?

A. In the procedures section

B. In the materials section

C. In the title section

D. In the learning outcomes

Answer Key with Correct Answers

1. B – The children

2. C – Designers

3. B – The facilitator

4. B – Teacher or facilitator

5. A – Teacher/facilitator

6. B – To organize thoughts and actions

7. B – Nominal brainstorming

8. C – Break tasks into small steps

9. B – Guided discussion

10. B – To set up the space for learning

11. B – After observing positive behavior

12. B – After asking a question

13. B – When promoting discussion and deeper thinking

14. A – When learners need extra challenges

15. A – After demonstrating the task

16. B – On the classroom walls

17. A – In activities requiring teamwork

18. B – In circles or clusters

19. A – On controversial or creative topics

20. B – In the materials section