Foundations of Language and Literacy · Junior Infants

Active learning ideas

Group Discussion Etiquette

Active learning works because young children build social skills through doing, not just listening. These activities turn abstract rules like 'taking turns' into concrete, visual, and tactile experiences that stick longer than a lecture ever could.

• NCCA Curriculum Specifications
• NCCA: Primary - Oral Language
• NCCA: Primary - Engagement, Listening and Attention

• 15–25 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 20 min · Whole Class

Circle Time: Talking Toy Turns

Sit in a circle with a soft toy. The child holding the toy shares one idea about their day. Others listen, nod, and wait quietly. Pass the toy clockwise until everyone speaks once. End with a quick share of how it felt.

What do we do when someone else is talking in our group?

Facilitation Tip

During Circle Time: Talking Toy Turns, hold the toy up to your mouth when it’s your turn to model the pause for speaking.

What to look for

During a brief, teacher-led circle time discussion, observe students. Note which children consistently wait for a pause before speaking and which ones interrupt. Ask students afterwards: 'Did you wait for your friend to finish talking? How did that feel?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 15 min · Pairs

Pairs: Listen and Echo

Pair children up. One shares a favorite animal; partner echoes, 'You like dogs,' and adds, 'I like cats.' Switch roles twice. Model eye contact and kind responses first.

How do we take turns speaking so that everyone gets a chance?

Facilitation Tip

In Pairs: Listen and Echo, place a small mirror between partners so children can see each other’s eye contact while speaking and listening.

What to look for

Show a picture of children talking in a group. Ask: 'What are these children doing well? What could they do better to make sure everyone gets a chance to talk?' Guide them to use terms like 'taking turns' and 'listening'.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 25 min · Small Groups

Small Groups: Etiquette Role-Play

In groups of four, act out good and poor discussion scenes using prompts like sharing toys. Group discusses what worked and fixes bad examples. Rotate roles so all participate.

How does it feel when a friend really listens to what you say?

Facilitation Tip

During Etiquette Role-Play, give each group a simple prop like a bell to ring when interrupting happens, helping them recognize the disruption immediately.

What to look for

Give each child a small card with a drawing of two children talking. Ask them to draw a happy face next to the child who is listening and a sad face next to the child who is interrupting. Then, ask them to point to the picture and say one thing they learned about talking in a group.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 20 min · Whole Class

Whole Class: Hand Signal Signals

Teach signals: raised hand to speak, thumbs up for agreement. Practice in a class discussion on favorite colors. Teacher notes good examples and praises specific behaviors.

What do we do when someone else is talking in our group?

Facilitation Tip

During Hand Signal Signals, model each signal yourself before asking children to use them, ensuring clarity and consistency in your expectations.

What to look for

During a brief, teacher-led circle time discussion, observe students. Note which children consistently wait for a pause before speaking and which ones interrupt. Ask students afterwards: 'Did you wait for your friend to finish talking? How did that feel?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teachers often start by modeling the desired behavior themselves, narrating their own actions as they use turn signals or wait for others. Avoid jumping in to correct every interruption right away; instead, pause and let peers gently remind each other. Research suggests that children learn these skills best when they are embedded in play and peer interaction rather than isolated lessons.

Successful learning looks like children waiting for pauses in conversation before speaking, making eye contact when others talk, and using simple acknowledgments like nods or smiles to show they are listening. They should also show awareness that interrupting disrupts the flow of ideas for everyone.

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Watch Out for These Misconceptions

• During Circle Time: Talking Toy Turns, watch for children who speak as soon as they get the toy.

  Use the toy itself as a visual reminder to pause. Hold it up to your mouth for 2 seconds before speaking, then pass it to the next child. Praise children who mimic this pause, even if they are not yet fully consistent.

• During Pairs: Listen and Echo, watch for children who look around the room instead of at their partner while speaking.

  Give each pair a small handheld mirror to hold between them. Direct them to look at their partner’s eyes in the mirror while speaking and listening, turning it into a game where eye contact becomes the goal.

• During Etiquette Role-Play, watch for children who let one speaker dominate the conversation without using turn signals.

  Provide each group with a bell or chime. When a child interrupts, another child should ring it gently and say, 'Wait for your turn, please.' Then, model the pause and let the interrupted child finish speaking.

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Methods used in this brief

• Role Play