what are the group instructional techniques?
80848
Some techniques include lecture, lecture with discussion (interactive lecturing), panel of experts, demonstrations, brainstorming, videotapes, using the Internet, class discussion, small group discussions, jigsaw activities (a type of small group work), case studies, modeling, role playing, report back sessions, worksheets, surveys, index card exercises, guest speakers, values  clarification exercises, and probably dozens of others.\n\nI've attached a number of websites that should help you put together definitions for the ones you choose ot consider.
1058179
Read to them and teach them to do things..any simple thing like making a grilled cheese sandwich or sorting laundry ....opens dialog and helps them with the learning process. Besides it can be good quality time together.
44983
i've been speaking in front of groups for 25 years.  What works best for me are:\n\n  - Practice speech ahead of time\n  - Always use questions in talks (brings audience into presentation)\n\nIf this is not a formal presentation, and you're just meeting some people for networking, I always practice ahead of time points of discussion.  I usually avoid politics and religion.\n  Fair game are sports, what do you do for a living?, do you have children?  I use a little mnemonic\n\n  F - family (have kids?  what does spouse do?)\n  O - occupation (what do u do for living?)\n  R - recreation (what do u do for fun?  tennis?...)\n  M - motivation (what excites you?  movies? ...)\n\ngood luck\nted
411679
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames.  I have tacght for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three even four hours.  Not only that but they then show the most rapid improvement. \nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html\n\nhttp://www.rpg.net/sites/edu/1-2.html\n\nhttp://subscriptions.fasfind.com/wwwtools/m/208.cfm\n\nhttp://www.gama.org/uploads/nS/XX/nSXX7lbqv9r-V1glq3UvQg/GinEBrochure1.pdf\n\nGive it a try and you will be amazed.  At leat you will be helping to break the monopoly that the big textbook publishers have over the education industry.
590612
Demonstrations ... \nNothing stays in your mind more than examples, so at the beginning of each lesson show an example, have a student come up and pretend to buy something and you can 'cheat' them and see if they catch on. Then you teach them the math concept and explain how it helps.  However this is a very negative view and will influence their perception of the world.  Sometimes fun can help with teaching as well. For example when my professor taught us about trig and pi, he brought it an actual pie to teach the concepts :)
259066
Excellent answer Yellow!  If everyone plays a part and is clear on the group's goal, they are more likely to perform at their best.  Another key ingredient is good leadership; communicating what each member will do and the ultimate goal.  Coaching people in a positive manner and using lots of praise works well too.
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Click here~ http://www.literaturecircles.com/article1.htm\nhttp://www.education-world.com/a_curr/curr259.shtml\n\nBook discussion groups where several students read the same text--a novel, story, poem, or content piece--selected by teacher or student choice, and take active roles in the discussion by preparing to lead specific sections of it. Students choose or are assigned given roles or jobs such as passage picker, discussion director, word wizard, character sketcher, connector. All students in the group have a role they are responsible for preparing before coming to the discussion group.\nYou might want to draw up a rubric on listening and sharing for your group so they know they need to get involved with the discussion.
47578
People learn in many different ways.  You can learn by hearing the information (auditory), seeing the information or demonstration (visual), manipulating or "doing" (kenisthetic), etc., or a combination.  If you are interactive, you are hitting on many different learning styles at once - and you remember the information better.  People learn better by doing something rather than just being told about it....
1160514
Try this one:\n\nhttp://nwps.ws/~dragonfire/Asmin28/lesson/toc.html
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You can:\n1. Learn at your desired pace - slow or fast\n2. Get information about the subject that is updated more frequently\n3. Participate in discussions and interation with participants belonging to wider range of area, culture and age group.\n\nAlso,\n\n4. Interactive/streaming video tutorials may be played back saveral times and their retention is far greater.\n5. You have sufficient time and opportunity to look for other related material on the Internet and elsewhere.\n6. Variety of course combinations may be made.\n7. You (may) become more disciplined and organized.
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Always listen.\nAlways observe carefully.\nLet their minds be free.  Help them to think for themselves by not giving them all the answers.\nRemember that the ultimate purpose of education is not to make a career or win money, but to understand humanity and therefore, be happy and live fully.\nLearn about the group age you are teaching.\nDon´t just give them information.  Try to make of every class a life experience.\nIn order to learn something, we need that the subject we are learning have a meaning.  In other words, avoid the abstracts and try to be concrete.  Abstraction is a usefull mind process, but it should come AFTER we classify data on concrete grounds.\nMake fun of serious things and be serious about things that may seem silly.\nBe honest.\nAccept the way you feel and be mindfull of that before entering the classroom.
700601
For which topic and which year group? If you provide more info I can probably help you ...\n\nI presume from your question that you are a student on teaching practice - a common mistake at this stage (we all did it so don't worry!) is that you are trying to think of an activity first, then the learning objective - it needs to be done the other way round! look on the medium term planning to find out which topic/learning intention you want to deliver, then you can find a fun activity to match this. Hope this is helpful!
366295
practice, practice, practice! Experience is the best teacher. \n\nI've found that the best way is to write programs for other people. That way, you are challenged to try new things (web service, database connections, automation) that you might not have tried on your own.
49747
There are many techniques.  One of the most important is to study daily.  Spend some time studying every subject every day.\n\nSee some of the many, many Internet sites.
452325
Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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Knowledge of the subject matter\nGrade and age appropriate\nEffective motivational questions to use\nVisual aids\nEffective thought provoking "heuristic" questioning\nActivities designed to promote an interactive lesson\nVariety of techniques and strategies used\nA well-timed lesson\nA conclusion \nEvery lesson should inlcude some listening, wriitng,reading and speaking.
425186
Focus. Concentrate. Plan your time. There is not sure  shot way, but try to give one group at a time, in case u r worried for sitting in both the group. Concentrate on concepts mugging does not help.