Deciding the Setting for Instruction

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In planning instruction, one aspect is deciding where it will take place: in whole group, in a small group, or one-on-one. We used to think about teaching as something we did in a setting—whole group, small group, or one-on-one. Now, instead, we think of the setting as an integrated component of our teaching driven by our assessments and the standards we must teach. 

For example, think of a popular tech store like Apple or Best Buy. If you purchase a new computer, you have various support options. You can take your new computer home to try to figure it out on your own, calling tech support as needed for a one-on-one session. Or, you may know you need full support right away and sign up for an informational class where you will learn alongside twenty of your newest friends. Another option is to join more specific guide sessions wehre you work in small groups for more individualized support. The great thing is that you have options. How do you learn best? Through listening/modeling, hands-on learning, or visual representation? Do you feed off the knowledge and engagement of a crowd, or do you need the individual processing time that one-on-one support allows? There is no set format that is best for everyone. It is the same with teaching. Every person learns differently. We teach to the individual, not the setting. The setting is just where the teaching is going to happen. It tells us how many people will be learning. The setting we teach in is simply one more factor we can modify to enhance student performance. 

How do we do that? We look at our Curriculum Calendar and the goals we have set for each student. We then ask, What does everyone need? What would be taught best in whole-group instruction? We plan whole-group lessons using this infomation. We then look for similar needs and form any possible small groups. Small gruops consist of no more than three students, all of whom are working on the same goal and strategy. Reading level is not a factor in our small-group formation. 

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