Transform Your Classroom with Solid Whole Group Instruction Strategies
Small group instruction is definitely at the forefront of educational topics these days, and with NAEP reporting only 33% of fourth graders showing proficiency in reading during 2022, it does seems logical to close achievement gaps using differentiate, small group instruction. However, I have a little bit of a different take on this issue, and in my practice, I have found whole group instruction aligned to clear learning objectives paired with Tier 2 and Tier 3 interventions (sometimes in small groups) the most beneficial at reaching achievement gains.
Let’s dive in! I’m not gate-keeping what has worked for me the past couple of years as a third grade teacher.
What is whole group instruction?
Whole group instruction starts with a clear end goal! My district choses priority standards using vertical teaming so we can agree upon which standards MUST be clearly taught to proficiency by the end of the year. The rest of the standards become supporting standards, meaning that they might be a review from the previous grade level or will carry over into the next grade level.
As grade-level teams, we design 15 day units (give or take) focusing 1-3 priority standards. Together, we design a common formative assessment as the “end-of-unit” assessment that becomes the driving force for our daily whole-group instruction for the rest of the 15 days. If you want to learn more about 15 Day Challenges, make sure to grab the book by Maria Nielsen.
Now that we are clear on WHAT we are teaching, we can design whole group instruction, or Tier 1 instruction, that EVERY student receives. I like to deliver whole group instruction using the gradual release model:
- “I Do” – Teacher Model
- “We Do” – Let’s Practice Together
- “You Do” – Now It’s Your Turn
In ELA, this looks like the “I Do” and “We Do” using one passage to practice a reading skill or CCSS. Then, students practice on their own, “You Do,” with a different grade-level reading passage. This whole sequence takes about 40-50 minutes.
In math, I use more of a “mini-lesson” structure and try to keep our lessons around 20 minutes with about 4 problems during the “I Do” and “We Do,” an “exit-ticket” sort of question for the “You Do” portion (those who need more practice stay for more and those who are ready leave the carpet), and finally independent practice in the form of a worksheet, assignment, etc.
Benefits of whole group instruction
One of the main benefits of whole group instruction is WAYYYY less planning time. When I taught first grade, I used to teach a mixture of whole group and small group instruction. I would start with a mini-lesson followed by small group rotations, and you guessed it…I spent hours after school finding, creating, cutting and laminating small-group activities and writing direction for helpers. All on top of actually planning the lesson. It was DRAINING!
Next up, whole group instruction completely trumps small group instruction for the fact that it is noticeably less chaotic. Imagine five different learning stations with first graders managing themselves….not ideal. Even with great classroom management, it was really hard for a lot of students to stay focused.
Third, I think whole group instruction allows for SO much more learning and maximizes instruction time. As mentioned above, small groups with students managing themselves does not allow for optimal learning. Another thing to mention, I would often run out of time. I often felt defeated at the end of the instructional block because some students only had 10-12 minutes with me and 45 minutes by themselves. It didn’t feel right.
Finally, teaching my students at the carpet in a whole group instructional model allowed me to really see what each student needed in the moment. I could adjust my teaching quickly, and go deeper because there wasn’t a time crunch.
Whole group instruction vs. small group instruction
I’m sure you are waiting for me to address the elephant in the room….what about differentiation?
Don’t worry! I’ve got you covered. Remember how I told you about the common formative assessment that is administered at the end of the unit? Well, this is given to EVERY third grader at our school on the same day. We grade the CFAs, meet to analyze data, and design intervention and enrichment groups for the priority standard(s) that were assessed. Our grade-level has built in intervention time for reading and math four days a week. We are flooded with support from paras so we can group students into small groups by need and skill to give them exactly what they need for 3 weeks. Then, we reassess, and create the next cycle.
So yes, I do use small group instruction. Only for those who need it. Remember that I used to use small-groups daily for every student. It’s different, more targeted.
I also provide differentiation during whole group instruction. Remember the gradual release model. Since I don’t run small group rotations after the “I Do” and “We Do” lesson segments, I am free to move about the classroom and provide one-on-one support to every student. In addition, if I see a group of students struggling, I can invite them over to the table to offer support. I still leave my table from time to time to check on the rest of the class. The goal is to create independent learners by the end of the year.
At the beginning of the year, in reading, I begin independent work in partners because there are a lot of fragile readers. We slowly wean from this around December/January as skills begin to improve.
Whole group instruction strategies
Whole group instruction can quickly go south without strong classroom management strategies in place. I love to pair whole group classroom management with whole group instruction, and you can read more about my exact system in this blog post.
In addition, here are five strategies you can utilize as part of your whole group instruction lesson to foster engagement and manage your students.
- Mindful Pacing – Pacing can encompass your voice level/speed, using transitions with a call back routine, and using quick checks to read the room to see if adjustments to the length of your lesson should be made.
- Supply Procedures – How will you ensure that you can hold your students’ attention by preventing the temptation of playing with learning tools?
- Turn & Talk – Kids want to talk, so let them (at appropriate times).
- Polite Call Outs – Manage on the fly without spending too much time on disruptions. “Class, remember, markers capped!”
- Movement – Students should be moving about every 10-15 minutes. Build in movement by allowing students to meet with classmates to discuss, answering questions using four corners, or throwing in a quick brain break.
I’d love to hear your thoughts on all of this, and I will happily answer any questions you might have.