ENGAGE
When you think about whole group time, what comes to mind? Calendar time, discussing the weather, singing songs, and read-alouds are common elements of group time, but it begs the bigger question—what purpose does whole group instruction serve with preschool children?
Citing the works of Brewer (2006) and Developmentally Appropriate Practice experts Bredekamp and Copple (2009), Gartrell (2011) describes the tension between best practice and actual implementation regarding whole group time. He describes how “an argument for large groups is that young children need to get used to sitting and listening to succeed at school. However, the physiology of children prevents them from sitting comfortably for long periods. To the comment that they must learn to sit and listen, the response is that young children are not developmentally ready (Brewer, 2006). In fact, even though the development of primary-grade children means that most can attend longer, the DAP research indicates that even primary-grade children learn more effectively when they are actively doing and interacting (Bredekamp & Copple, 2009)” (p. 218)”
With consideration to this information, think about what the purpose of whole group learning is for your classroom. For me, I considered whole group time an exercise in learning literacy skills, audience/listening skills, and establishing classroom community. At the beginning of the school year, group time lasted around 10-15 minutes, mostly of singing songs with the group of 3-5 year olds. Many had no previous school experience, and I wanted to make sure group time was still fun when it was over. Throughout the year, I extended the time and provided different experiences, which included read alouds of increasingly longer books, small group and whole group discussions, and thinking critically by analyzing and discussing videos of their work and others. By the end of the year, group time could last anywhere between 20-35 minutes. They key to this was building up children’s “attention muscles”—I balanced the deeper thinking in the middle by starting with a fun song and ending with movement songs. The key for this transition throughout the year was intentionality, carefully thinking about how to expand group time to meet their growing attention span, but always careful to keep it fun and fresh. Not all students stayed at group time for the whole time, but were quietly excused to work on something else with my assistant teacher. Not every day had a 35 minute group time. Not every group time was exactly the same either—some parts were consistent, like songs at the beginning and end of group time, but what happened in the middle varied from day to day. I rethought the purpose of group time, using it as a time for assessing and monitoring learning and interests, and planning accordingly.
Consider the key elements of whole group instruction, and ask yourself “what do my students gain from whole group time?” keep transitions into and out of whole group experiences consistent, and be creative with what happens in the middle. Be flexible when the plan goes awry and children respond to the content differently than you expect.
Citing the works of Brewer (2006) and Developmentally Appropriate Practice experts Bredekamp and Copple (2009), Gartrell (2011) describes the tension between best practice and actual implementation regarding whole group time. He describes how “an argument for large groups is that young children need to get used to sitting and listening to succeed at school. However, the physiology of children prevents them from sitting comfortably for long periods. To the comment that they must learn to sit and listen, the response is that young children are not developmentally ready (Brewer, 2006). In fact, even though the development of primary-grade children means that most can attend longer, the DAP research indicates that even primary-grade children learn more effectively when they are actively doing and interacting (Bredekamp & Copple, 2009)” (p. 218)”
With consideration to this information, think about what the purpose of whole group learning is for your classroom. For me, I considered whole group time an exercise in learning literacy skills, audience/listening skills, and establishing classroom community. At the beginning of the school year, group time lasted around 10-15 minutes, mostly of singing songs with the group of 3-5 year olds. Many had no previous school experience, and I wanted to make sure group time was still fun when it was over. Throughout the year, I extended the time and provided different experiences, which included read alouds of increasingly longer books, small group and whole group discussions, and thinking critically by analyzing and discussing videos of their work and others. By the end of the year, group time could last anywhere between 20-35 minutes. They key to this was building up children’s “attention muscles”—I balanced the deeper thinking in the middle by starting with a fun song and ending with movement songs. The key for this transition throughout the year was intentionality, carefully thinking about how to expand group time to meet their growing attention span, but always careful to keep it fun and fresh. Not all students stayed at group time for the whole time, but were quietly excused to work on something else with my assistant teacher. Not every day had a 35 minute group time. Not every group time was exactly the same either—some parts were consistent, like songs at the beginning and end of group time, but what happened in the middle varied from day to day. I rethought the purpose of group time, using it as a time for assessing and monitoring learning and interests, and planning accordingly.
Consider the key elements of whole group instruction, and ask yourself “what do my students gain from whole group time?” keep transitions into and out of whole group experiences consistent, and be creative with what happens in the middle. Be flexible when the plan goes awry and children respond to the content differently than you expect.
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