This Child Development Associate (CDA) training module, was designed to provide the CDA intern with knowledge of how to establish grouping patterns which meet the program objectives, the teacher's objectives, and the children's needs. Objectives are presented along with suggested activities for achieving each objective, and an assessment…

This developmental paper generally describes a task oriented model for teaching about conflict and conflict resolution, using student groups for problem solving, which can be developed in the classroom. The model involves: 1) identification of the issue, topic, or problem by the entire class; 2) identification of ideas, concepts, or facets of…

Kindergarten is a time for playful and enriching learning activities that support children's literacy emergence while enhancing their social and cognitive development. The routines of a busy, engaged, productive kindergarten classroom are vividly brought to life in this information-packed book. Demonstrated are whole-class and small group…

The National Association for Sport and Physical Education (NASPE) recommends that the size of physical education class be consistent with those of other subject areas (e.g. maximum 1:25 for ES, 1:30 for MS, 1:35 for HS) for safe and effective instruction. When students with special needs are included in regular physical education classes, their…

This study of the influence of graduate teaching assistants upon student reactions to introductory sociology focuses on two questions: (1) Does the graduate teaching assistant influence student satisfaction with the sociology course as a whole? and (2) Do students feel they derive the essence of the course from the lecture or the small discussion…

Describes software that is effective in helping high school students learn mathematics. Discusses how to focus lessons, including graphics, for whole-group instruction; and have student practice skills with partners and explore ideas individually or with partners. (LRW)

Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of…

This study evaluated a procedure for teaching facilitative communication skills in small groups whose membership included staff members from various professional areas. (Author)

Small groups can sometimes be difficult to set up and work with properly. A number of tips for small group instruction are divided into seven areas: (1) presenting tasks; (2) group seating; (3) task time; (4) answering questions; (5) teacher's role in observing groups; (6) group noise level patterns; and (7) serial take-ups. (BP)

IN ORDER TO TEACH READING AS A THINKING PROCESS, TEACHERS SHOULD BELIEVE THAT CHILDREN CAN THINK AND CAN BE TAUGHT TO READ CRITICALLY, EVEN AT A VERY YOUNG AGE. THREE ASPECTS OF THE READING-THINKING PROCESS INCLUDE DECLARATION OF PURPOSES, REASONING, AND JUDGMENT. THE NATURE OF THE PURPOSES DETERMINES WHAT IS TO BE READ AND HOW IT IS TO BE READ.…

IN EDUCATION, ONE OF THE MOST ENCOURAGING DEVELOPMENTS IS AN INCREASED AWARENESS IN THE CRITICAL NATURE OF GOOD COMMUNICATION. THIS ARTICLE DISCUSSES THE SYSTEMS APPROACH IN DEVELOPING LEARNING TECHNIQUES WITH AUDIOVISUAL MEDIA. A SYSTEM MAY BE DEFINED AS THE STRUCTURE OR ORGANIZATION OF AN ORDERLY WHOLE, CLEARLY SHOWING THE INTERRELATIONSHIPS OF…

Several studies have suggested that students working in groups with computer-assisted instruction (CAI) learn equally as well as students who work alone. Since one advantage of CAI is its ability to individualize and thereby improve instruction, some explanation is needed as to how equivalent learning can be effected in groups. A model of…

Successful group writing is possible only if the members understand the process of group work. Good group skills will improve group writing skills. Preparation is necessary to achieve positive results when working in groups. (JOW)

Nonhandicapped elementary age students (N=9) learned to interact with six of their socially rejected mildly/moderately handicapped peers in small group free play sessions. Results suggested that natural reinforcers involved in interacting with socially rejected peers may not be strong enough to maintain responding over an extended period of time.…