Teachers today are facing increasing student diversity in their classrooms. This diversity presents a challenge to the delivery of instruction. That is, instructional strategies that are effective for some students in the class may not be effective for others. Consequently, many teachers are finding that they need to modify the way they teach in order to meet the learning characteristics of a wide range of learners. The majority of modifications take very little time implement and apply. And, more importantly, recent research suggests that instructional modifications have a positive impact on the entire class.

Suggestions for Modifying Large Group Instruction

Provide Structure to the Lecture or Group Activity. The organization of the components of the lesson influence the students’ understanding of what they are expected to do, as well as their ability to sustain attention throughout the activity. To provide a structured lesson the following should be included: (1) an explanation of the overall organization and purpose and rationale for the lesson; (2) an outline of the lesson, preferably visibly displayed; (3) an emphasis on the key points of the lesson; and (4) periodic summary and review during the lesson (Mastropeiri & Scruggs, 2000).

Use Cooperative Learning Groups. There are several different cooperative learning group arrangements that can be used in oral presentations and lectures to help students understand and remember information. 
        
  • Strategy 1.  After about 10-15 minutes of discussion, the teacher can pose discussion questions or ask students to react to the information just presented. Small groups of students then work together to respond to the teacher’s request. After a few minutes of discussion, teams can be called on to share their answers. After the lecture, the teams can identify and summarize main points.

  • Strategy 2 . Three to four students are assigned to heterogenous ability groups. Each student in each group is assigned a number (i.e., 1,2,3, or 4). Periodically throughout the lecture a question is posed and the group is directed to make sure that all group members know the answer. Then, the teacher calls a number. All students with that number raise their hands. The teacher calls on one of the students raising his or her hand. Other students with their hands raised then validate the correctness of the response and/or elaborate the response.

  • Strategy 3. Randomly assigned pairs of students are provided with a question, problem or situation. Students first think about the question individually. Then they share their responses with their partner. Finally, several of the pairs share their responses with the entire class.

  • Strategy 4.  Before a class lecture, students get together to share what they already know about the topic. They then think of questions they might have about the topic. The questions are discussed either during or after the lecture.

Encourage Students to Ask Questions. Encouraging students to ask questions is important because it assists tudents with clarifying and summarizing the information presented in the lecture as well as provides the teacher with an opportunity to assess students’ understanding of the material being presented. Strategies for encouraging reluctant students to ask questions include (a) praising students for asking questions, (b) teaching students how to ask questions, and (c) making eye contact with students when asking questions.

Utilize Teacher-Directed Note-Taking Strategies. There are several strategies teachers can use to help students take better notes in class. These strategies include:

  • Provided outlines. The teacher can provide students with a teacher-prepared outline Salend (1998) suggests that initially teachers should provide the students with fairly in-depth outlines. As the students become more proficient at note-taking, skeletal outlines can be introduced.

  • Highlight main points. To help emphasize key points teachers can (a) pause for attention, (b) use phrases that cue students to importance of material (e.g., “This is the most important factor to remember.”), (c) summarize and review main points at end of lecture, (d) discuss key information that should be in students’ notes at the end of class, and (e) collecting and reviewing students’ notes periodically to check for accuracy and completeness.

  • Allow note takers audiocassette recorders. Classmates can take notes for students who have difficulty recording information from oral presentations. Notes can be photocopied or the note taker could be supplied with carbon paper or special note taking paper. 

Teach Study Skills and/or Learning Strategies to the Class. Many students do not have effective study skills. For many, direct instruction in specific study skills and learning strategies is critical to their continued and future success in academic environments. Study skills and learning strategies can be taught for a wide range of skills from note-taking to math word problems to essay writing to appropriate in-class behavior. By incorporating some of these skills directly in to course content, students become more independent learners and more effective learners in all their classes.

Use Attention Getting and Maintaining Techniques. There are several strategies teachers can use to assist students focus their attention. For example, teachers can use specific statements that direct students to key information (e.g., “Make sure you write down the three main causes of ..... The first cause is .... The second cause is .... The third cause is ....). Teachers can also pause before they speak to make sure that all of the students are focusing on what they are about to say. Another strategy is to limit distractions by  having students have on their desk only the material that is necessary to the activity. Other strategies include (a) delivering instruction at a fast pace, (b) having students respond frequently during the class, (c) assigning one activity at a time, (c) maintaining eye contact with students, (d) changing activities frequently, (e) using a variety of instructional techniques, (f) reinforcing correct responses with explicit feedback statement, and (g) using repetition.

Other Strategies. Other strategies teachers can use in large group situations include: Presenting small amounts of work, Providing additional practice activities for students experiencing difficulty with concepts, Providing a glossary of key words in content area, Developing reading guides, Maintaining daily routines, and Encouraging use of assignment books or calendars

References

  Mastropieri, M., & Scruggs, T. (2000). The inclusive classroom: Strategies for effective instruction.
Columbus, OH Merrill.

  Mercer, C., & Mercer, A. (1998). Teaching students with learning problems (5th ed.). Columbus, OH:
Merrill.

  Salend, S.J. (1998). Effective mainstreaming (3rd ed.). Columbus, OH: Merrill.