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Whole class teaching - what could go wrong?

 

Whole Class Teaching - What Could Go Wrong?


If you have followed any of my posts over the last few years, you will know I am an enthusiastic advocate of whole class teaching. I have employed this method in mathematics for a long time and transitioned to using it in literacy a couple of years ago.

The Success of Whole Class Teaching

I am deeply passionate about whole class teaching, and when I reflect on the progress of my class over the past couple of years, compared to when I was teaching in smaller groups, I am convinced of its efficacy. It is not just working well but is highly effective.

Addressing Diverse Needs

A primary concern often raised concerning whole class teaching is how to cater to the diverse needs within a classroom. How can educators effectively address the needs of every child? Does whole class teaching imply that everyone receives identical instruction?

Potential Pitfalls of Whole Class Teaching

This concern leads to the crux of this discussion: where could whole class teaching fail? If the approach results in everyone receiving the same instruction and nothing more, it is likely that it will not meet the needs of all children. This issue pertains not only to children who may struggle with learning but also to those who excel and learn implicitly. These children might already be using their foundational knowledge to self-teach and only require minimal guidance to grasp and apply new concepts.

Whole class teaching can indeed falter if teachers assume that merely following a script and delivering the same lesson to all students suffices, without modifying the level of support or extending the content as needed. Don’t get me wrong, I am all for ensuring every child benefits from consistent explicit teaching, but I also know it is possible to notice, adjust and accomodate within this.

Adapting Instruction in Mathematics

When I began teaching mathematics to the whole class, the session's objective remained consistent. However, the level of support or challenge was tailored before, during, and after the session to meet the students' needs.

This adaptation could involve pre-teaching the concept to those who need it, providing additional repetitions for reinforcement, or expanding on the concept to offer extra challenges either within or after the session.

The Role of Play-Based Pedagogy

Here, the beauty of a play-based pedagogy becomes evident. Children engage in play that challenges and interests them. Those who quickly form connections in their learning and enjoy extra challenges often pursue these through play. These moments allow me to determine how best to support each student's individual needs and provide for them within the environment. Not only does it benefit these children, but it benefits everyone, as learning is shared with the whole class and inspires further discovery for everyone.

Applying Whole Class Teaching to Literacy

When I began teaching literacy through whole class instruction, I applied similar principles. Literacy encompasses reading, spelling, handwriting, and foundational writing skills. While the sessions are uniform, those needing additional support receive it individually or in small groups at other times. Students requiring extra challenges can be provided for within the session by introducing advanced content, which involves some observation and questioning. Sentences can be expanded, and spellings elaborated upon. Extra support is available as needed, while other children are able to exercise more independence. Those who enjoy additional challenges can be encouraged to engage further, reading complex texts, writing about their readings, sharing insights with peers, and even creating simple podcasts to integrate their knowledge.

Implementing "Just Right for Me" Reading

Our "just right for me reading" initiative complements our whole class sessions. It requires some coaching, but with effective routines and systems in place, students quickly begin reading texts of their choice that are appropriate for their stage. This allows me to support those who need it while giving others the freedom to explore more complex texts.

Modifying Class Stories

Class stories can also be tailored. Although this was unnecessary last year, I now have children entering my class this year who are already reading significantly ahead of their peers. This year I will create more complex texts for them to read and engage with, in addition to the class story we all share. (You can learn more about how I have used these class stories in the past by reviewing some of my previous posts.)

Conclusion: Avoiding Misinterpretation of Whole Class Teaching

In conclusion, the danger in whole class teaching lies in interpreting it as providing just the same instruction to everyone. We understand that the greatest difference between students is the number of repetitions they require and the level of support needed. Therefore, even within a whole class teaching approach, it is crucial to observe, adjust, and accommodate to ensure that all children receive what they need.

Further Exploration

The video below discusses how various needs can be met in mathematics using a whole class teaching approach.




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