Module 4 – Instructional Techniques
Group Work
Multi-Level Instruction
Adult literacy study comes in all shapes and sizes – in part because of the widely diverse backgrounds, needs, and experiences of adult learners. The term “multi-level” can have many meanings when referring to adult learners. In this topic, we will narrow the focus primarily to the issue of instructors serving multiple learners on a continuum of skill levels in reading, writing, and math – generally in a single class. As we know, these learners will have multiple interests, varying levels of knowledge about the world, and numerous roles in life. Adult literacy instructors can use various learner groupings as one way to meet the needs of such a diverse population. Students can be grouped by interest, ability level, by goal, in pairs, or randomly, to name several options. And, of course, they should always have time for independent work as well.
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“I let learners know that it is not possible to meet everyone’s need all the time. We’ll do the best we can by using tutor, peers and creative instructional techniques, but sometimes you’ll just have to wait, or shift to another activity until someone is available to assist you.” |
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“Following the individual computer work… students of all levels move their chairs and gather closely as a large group around a board, to discuss a topic - for instance, adding, subtracting, multiplying, and dividing decimals… For some students, this is a review and for others it's all new. I encourage all students to use their resources, whether that means using a times table, helping each other, or asking for teacher support.” |
Take a moment to consider the implications of planning and delivering multi-level instruction for adult literacy learners.
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On your worksheet, record your initial thoughts about multi-level instruction. |
Teachers are naturally inclined to make sure each person's needs and goals are met. In a multi-level environment, especially a large class, this can be a serious challenge. Peer coaches, cooperative groups, alternative tasks, and volunteer tutors can assist in supporting learners' multi-level needs, but this won't enable the instructor to meet all needs all the time. Instructors should involve the learners in discussing and addressing the limitations of such a classroom situation. Adult learners and instructors may need to negotiate and prioritize reasonable expectations for learning in a multi-level environment.
Listed below is a real-life adult education scenario. While you are reading, consider the needs of the learners and the instructor’s options for grouping multi-level learners. How has the instructor attempted to address the learners’ needs?
Real-Life Scenario - Molly’s Readers:
In Molly’s class, students’ reading abilities range from beginning basic through adult secondary levels. Their writing skills vary widely as well, although their math skills are all grouped at similar levels. Currently she spends most of her class time doing a lot of one-on-one reading instruction while others work independently on other skills, but she’s not sure this is serving students best. She decides to try re-arranging her day. Here is her proposed schedule.
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On your worksheet, record your thoughts on the needs of the learners and the concerns of the instructor. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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First, I believe that any skill is learned best when imbedded in content that is of interest to the learner and has meaning in the context of that learner’s life. For example, by filling out an order form from a mail-order catalog company, a student can learn skills of following written instructions, filling out forms, and doing various math operations. The specific task can be varied to suit the skill levels and interests of the learner: one person might order a single item, like a hat, while another might take on the very challenging task of measuring windows and ordering curtains of the correct size (who among us has not been challenged by that task?).
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Students work in groups to research a topic together and then write individually about it – helping each other along the way. To enable students to work at their own levels, I ask students who are ready to take the GED to produce five-paragraph essays; other students to use their creativity to illustrate a topic; I tell beginning-level writers that they can copy sentences right out of the book; this helps these students understand spacing between words and the use of punctuation marks. Over time, I encourage them to switch to their own words rather than copying.
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You may find it helpful to teach with an emphasis on the more proficient group of students at certain points in the cycle and to the less proficient at other times in the curriculum. Such an approach bypasses the tendency to always teach to the middle. If you opt for such an approach, it’s best to explain to students what you are doing so they do not feel they will be left out entirely.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did their answers provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors' suggestions. |
In Summary:
- Although many teachers acknowledge that a vibrant, diverse classroom provides stimulation and enrichment, they are also quick to admit that it is difficult to teach too many ability levels at the same time.
- Adult literacy instructors can use a number of instructional techniques, resources, and groupings to support learners in widely diverse skill areas.
- They should work with adult literacy learners to set priorities and reasonable expectations for learning.
- Both the learner and the instructor should work together to achieve the goal of making students feel safe and challenged at the same time.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
