Module 5 - Adult Literacy Classroom
Delivery Modes
Large Groups
Whole-class instruction is designed to impart information to a large group, to acquaint everyone with the basics of the task, skill, or topic and then allow them to work in some other mode (small group, partners, independent work, one-on-one instruction) to build deeper understanding, gain fluency, and apply new skills to different situations. Whole-class instruction may make it harder for the instructor to perceive how individual students are learning, and students who are hesitant to ask for assistance may be overlooked. Large-group instruction in a multi-level setting is typically geared to the “middle level” with the result that more advanced students may not be challenged, while less advanced students are left confused. In multi-level settings, large-group instruction might be better for initial warm-up or lesson summary activities. When all learners in the class need to learn the same skills or information, large-group or whole- class instruction is the most appropriate choice.
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“I work with the whole class in 10-15 minute chunks, maybe 3-4 times per day. Then we break into smaller groups, or pairs, individual work, or even just a mix. Rarely are all these folks ready to learn the same thing at the same time.” |
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“I used to hate working in small groups – when I was in school I preferred large groups where I could hide – the teacher would never notice me zoning out over on the side. Of course I didn’t learn anything that way…” |
Take a moment to consider the pros and cons of large-group instruction and its implications for instruction of adult literacy learners.
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On your worksheet, record your initial thoughts about instruction with a whole class all at once. |
Adult literacy instructors should be careful to keep lecture-type instruction short – perhaps five to ten minutes out of an hour – and to build in think-time for learners to absorb what has been presented. Often adult learners do not have strong note-taking skills and struggle to take meaning away from large-group lectures. Instructors might design simple note-taking guides with vocabulary words, a rough outline to fill in, or questions to be answered during or after the lecture. Large group instruction may also include board work – be careful to use this tool to engage all learners. See the example of the Direct Instruction Method to teach Geometry skills in a large-group setting. Avoid asking adults to read aloud in large groups. Adult learners often mention this as one of the most dreaded and embarrassing tasks from previous educational experiences, and it is generally not an efficient use of instructional time.
Listed below is a real-life adult education scenario. While you are reading, consider the needs of the learners in this class. How has the instructor tailored instruction to meet those needs? How could she change instruction to address her concerns?
Real-Life Scenario – Nancy’s Large Groups:
Nancy works with learners brushing up on their skills to take the GED. Her classes are large – 20 to 30 learners at a time - and most students are only in class for 5 or 6 sessions before moving on to take the test. The most common issues are algebra, using the calculator, geometry, and the essay. Nancy has set up a series of large-group lessons designed to review these key areas. Nancy is concerned that her lessons have long lecture periods where students simply listen and take notes. She wants to involve the students more in the large-group instruction process and make certain they are learning.
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On your worksheet, record your thoughts on the needs and feelings of Nancy’s learners. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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My students report that note-taking tools are really helpful during lectures. At the end of a lecture I give them time to complete their note-taking and then ask them to compare their notes with those nearby – this way they might see something they didn’t catch or may have noted incorrectly.
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I found that asking students questions during large group instruction really slows things down – learners don’t like to talk in the large group. Instead, when I stop to ask a question I have them jot the answer down on a piece of paper. At the end of the session, during independent work time, I walk around and ask to see everyone’s papers. In this way they have some notes of key ideas and terms, and I can get an idea of who’s getting it and who’s not – what concepts I may need to re-teach.
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I start each lesson off with a class discussion of what students already know about the topic – then we list questions they want answered on the board. During the lesson we check off things as they are confirmed or answered, and jot down new questions as they come up. At the end we review what we have learned and add to the list anything that’s missing. Students are encouraged to write down these items as they are key ideas from the whole class lesson.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they 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:
- Large-group instruction can be an efficient way to impart the same information in the same way to a large group of students all at once. If the instructor expects to have to repeat the material for almost every learner, strongly consider a large- group lesson on the skill or topic.
- Independent work and small-group activities can be interspersed with whole-group instruction to strengthen learning, address different learning styles, and assess learners’ grasp on the concepts presented.
- Adult literacy instructors may want to use note-taking tools, board work, or class participation techniques to assist learners in grasping the material presented.
- Whole-group instruction should be used carefully, as it is easy to overlook learners’ needs.
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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.
