CALPRO Logo

Managing the Multilevel Instructional Program:  Instructional Strategies in the Multi-Level, Multi-Subject Classroom (Adult Basic Education)

This four part series is targeted for instructors who teach in Adult Basic Education, Literacy, GED preparation, and Adult Secondary Education programs in multi-level or multi-subject classrooms. The purpose of the training is to assist in the implementation of the Instructional Strategies of the Model Standards for Adult Basic Education, January, 1994 and Model Standards for Adult Secondary Education, January, 1994.

GOALS AND OBJECTIVES

Goals

To assist instructors in implementing ABE Instructional Standards 4, 5, 6 and 8; and ASE Instructional Standards 4 and 5.

To provide participants with a selection of strategies for organizing and managing a multi-level ABE/ASE instructional program.

Objectives

At the completion of training, participants will be able to:

  1. Identify the underlying principles of student-centered learning.
  2. Identify the purposes of assessment and how to use assessment data in planning classroom management strategies.
  3. Recognize and utilize strategies for managing a multi-level, multi-subject instructional setting.
  4. Provide for a variety of learning styles in the learning environment.
  5. Identify student and teacher outcomes of effectively managed instruction.

Background Reading

Introduction

Instructors in adult education classes and learning centers are asked to provide instruction to a diverse group of students. Goals range from reading development to GED preparation to completion of high school subjects for credit to job training or personal enrichment. Ages range from concurrently enrolled high school teens to grandparents and veterans. Skill levels range from beginning literacy to high school. Special learning needs include learning disabilities, low self esteem and language barriers as ESL students transition to academic programs.

Key to the success of an instructor faced with such challenges is the design of a learning environment that addresses the divergent needs of students, while at the same time providing a sense of community and class unity. Guidelines for achieving these goals are provided in the instructional standards:

  • Assessment measures are varied, appropriate for adults and allow for a variety of learning styles (Assessment standards)
  • A variety of grouping strategies is used to facilitate learner-centered instruction (ABE 4)
  • Instruction is varied to address different learning styles (ASE 4; ABE 5)
  • Instruction enhances critical thinking, problem solving, interaction and communication skills (ASE 5; ABE 6, 8; SCANS)

Management Strategies

Student-Centered Management

Adult learning theory and characteristics of adults (Knowles, Friere) indicate that adults learn best when:

  • They provide input into the planning of their own goals and processes
  • They have opportunities for social learning
  • They feel comfortable in the learning environment
  • They have a variety of learning options appropriate to their learning styles

This suggests that adult learning will be enhanced and students will be more motivated to attend adult programs that provide opportunities for learners to be involved in the management of their own setting. Examples of student-centered management range from formal cooperative learning structures to informal pairings and include:

  • An elected representative to the student government
  • Regularly scheduled class meetings (with or without elected officers) to get input on student standards, problem-solving, planning of projects and topics for guest speakers, etc.
  • Cooperative groups in which attendance is taken, assignments are corrected and recorded, post cards are sent to absent members
  • A "buddy system" to welcome and orient new students
  • Peer tutoring to provide role models of behavior and motivation

Note the variety of grouping strategies in the above examples.

Managing Data--The Record Keeping System

The record keeping system--how data is recorded, stored and used--is an essential part of managing instruction. The major purposes of a record keeping system are to maintain data obtained from such sources as the intake interview, placement tests, daily work, progress checks and final tests. The information is used to place students in groups and materials, to provide feedback to students on progress and skill areas needing improvement and to certify achievement of goals and reasons for exiting the program.

In order to gather that data, a variety of assessment instruments will be needed.

  1. Student profile information--Enrollment data usually notes demographics of age, sex, ethnicity, language background, and educational history. Survey or interview forms can be used for identifying educational and vocational goals and interests. Students' learning styles can be assessed formally with a survey or computer program, or informally by teacher observation and interviews with the student.
  2. Placement--The counselor or instructor will use standardized tests such as the TABE or ABLE, text-based tests or teacher-made placement surveys to identify basic skill strength and weaknesses.
  3. Progress--Pre-post achievement tests may be standardized such as CASAS, text-based or teacher-made quizzes. Unit tests in texts will measure student progress in academic content. Alternative measures such as portfolios, student discussion, dramatizations, development of charts and graphs, etc. should be included in a teacher's repertoire of assessment tools to allow for learning disabilities and varying learning styles.
  4. Certification--Each program will determine what benchmarks to establish for completion of ABE Developmental Levels and how that will be acknowledged. A certificate of completion may be awarded; an 8th grade certificate may be issued based on standardized test results. In GED programs and high school credit programs, awarding of the GED certificate or high school diploma certifies completion.

Once data is gathered, it should be accessible and used. Many instructors design their own forms for this or record keeping forms may accompany materials. Student profile information can be used for forming groups by goals, interests and learning styles. Placement test scores can be used to form groups by skill levels and to assign peer tutors, matching strengths to weaknesses. The instructor will want to share progress information with students so it should be in a form easily understood by learners. Some data will need to be recorded for each student to have in a folder or portfolio and to have available for individual conferencing with students. The teacher will want to maintain class profile information for planning lessons and grouping purposes. Some instructors use posted class profile information as a motivational strategy, displaying student progress and rewarding mastery or completion of instructional units. How data is collected, recorded and shared comprise a record keeping system.

Record keeping should be as simple and concise as possible. If records are shared among several instructors, the decision as to how records will be kept should be a team decision of the staff. Design the record keeping system and form for gathering and using the data with these questions in mind:

  1. What data is needed? What instruments will be needed to collect the data?
  2. Who needs the data? (Funding sources, schools, students, instructors, counselors, support staff, social service agencies?) Collect the data in a form that will be understood by that reader.
  3. Who will monitor the data? Who will update the records? (counselor, instructor, aide, students?)
  4. When/how often will data be collected and reported?

One criteria for selection of materials and computer-assisted programs is the assessment and record keeping features that accompany them. Some agencies have all records compiled on a computer data base that can be accessed by instructors, central office staff and at all instructional sites. Small programs are easily managed through student folders and transcripts of students' grades and credits.

Managing Space - The Learning Environment

Learners have different styles and learn best when a multi-modal approach is used (i.e. providing information through all of the senses--visual, auditory, tactile and kinesthetic). When we think of the implications of learning styles on instruction, we usually think of how we deliver instruction, such as selecting materials that address modality preferences, e.g. books for visual learners, cassettes for auditory learners, and math manipulatives or computers for tactile learners. However, Dunn and Dunn's research into learning styles includes factors in the learning environment. Their research shows that such things as lighting, furniture arrangement, noise level, time of the class, background sensory stimuli and choices of grouping are part of learning style preferences. These become considerations in how the learning center/classroom is managed.

Room arrangement does not seem to be anything more than an aesthetic issue. But reflection on our own learning experiences remind us that a hard chair, a cold room, the hum or glare of florescent lights, an 8:00 a.m. class for a "night" person, or a "no talking" rule can interfere with concentration. Just as we offer students alternative materials to match their learning styles, there should be options in the learning environment. Well-lit study carrels provide isolation, quiet and screens out distractions. Parts of the room might be designated as "quiet ones." Informal seating areas with a sofa could be provided for small group discussion or reading for pleasure. Large agencies are able to schedule classes at a variety of times to accommodate student preferences and busy lives.

Posted class standards developed by the students can be another way to recognize and respect differences in learning styles. For example, auditory learners often enjoy having music in the background. Permission for students to wear headsets could be stated in the class standards as long as other students were not disturbed and listening to the music did not interfere with the completion of assignments. Options for working alone or in a group could be stated. Rules about eating and drinking and breaks should be clearly stated. Tactile/kinesthetic learners need to touch, feel and move about. Eating and drinking often fulfills that need. A valuable use of class time is spent in evaluating learning styles and discussing how performance is enhanced in school and on the job by being aware of one's learning style.

Providing for a variety of learning styles is not the only consideration in how the class/learning center is set up. A new student's first impression of the class is when s/he walks in the door. Does the room look warm and inviting, or cold and sterile? The instructor will also want the room to be compatible with his/her teaching style and management system. Is there a place for students to get their own materials; to turn in completed work? Teachers who share or borrow facilities do not have as many options as those with their own room. However, class rules and furniture arrangement can go a long way to make a difference in the degree of independence the students can demonstrate. Self-reliant students free the teacher to be teaching and not constantly managing.

Managing Time

Grouping Strategies

The use of grouping strategies has been found to be an effective management tool in multi-level settings to provide efficient use of teacher and student time. Students can assist each other which frees the teacher to work with individuals or small groups. When tasks such as attendance, distributing materials, getting students started on the computer, record keeping of test scores or completed work can be done cooperatively by students, the teacher has more time to monitor student work and instruct small groups.

It is not suggested that individualized instruction be replaced by group instruction. Many students enroll in a learning center setting because they prefer individualized instruction. However, in order to implement model standards that refer to opportunities for social communication, provisions for a variety of learning styles and opportunities for students to interact with people from diverse backgrounds, occasional grouping will be needed. In an individualized setting, a weekly schedule could be posted, e.g. Tuesday, 10:00­Addition of Fractions; or, Wednesday, 2:00­Economics Group to Review Chapter 3. The opportunity for grouping is provided. Students can choose to be there to participate or not depending on need and preference.

Grouping may be done in small groups, including pairs, individually, or as a whole group. The mode used will depend on what is being taught, the materials used, the lesson objectives and student outcomes, and the instructor's teaching style.

Traditionally, grouping has been done based on skill levels. However, grouping by student interests (parenting, jobs, hobbies), academic areas (economics, government), learning styles, current events, projects or development of life skills are ways to vary groups. As part of a student-centered approach, there may be choices for students of whether to participate in groups or what the group activity will be.

These factors should be kept in mind to assure successful management of group activities:

  1. Instructions should be explained clearly and specifically both for the learning task and how groups will be formed.
  2. Monitoring of student behavior assures that students stay on task and cooperate effectively with group members. A group member can have that role. Time limits for steps in the learning task should be given and enforced appropriately. Task assistance should be available to groups that need it. Collaborative skills need to be taught so that students can successfully work together to complete the learning task.
  3. Closure including synthesis or summary of the results of the learning and feedback from students regarding their feelings about the activity are necessary to emphasize the value of group learning.
  4. Evaluation of the group's performance as well as evaluation of individuals in the group encourages improvement of academic and cooperative skills.
Use of Instructional Aides, Volunteers, Peer Tutors

Another strategy for freeing time for the instructor is to use instructional assistants. Paid aides, volunteers or using students as peer tutors are resources to consider. To be effective, assistants to the teacher should have training and only be assigned tasks in which they have the necessary skills or knowledge. Instructional assistants should be asked only to review and reinforce existing skills, not introduce new concepts. They can be of particular help in assisting with management tasks such as:

  • Assisting with enrollment, assessment, and orientation of new students
  • Record keeping
  • Working with small groups to reinforce learning
  • Scoring tests
  • Duplicating and filing materials and records
  • Assisting with multi-media equipment
  • Students explain to others the concepts being taught by the instructor
  • Students reinforce learning by teaching each other

Instructional assistants are not available in all programs because of funding restraints. However, all programs can use peer tutors in a multi-level setting and community-based literacy volunteer programs are located in most areas.

Managing Instruction - Selection of Materials

Materials must be available in the multi-level class to accommodate the various goals of students, skill levels and learning styles. It is possible to find reading texts and life skill materials in series written at different levels so that the teacher can teach the same lesson to the whole group and then assign practice exercises leveled for ABE or high school reading levels.

Technology can greatly assist the teacher in managing the multi-level class/learning center. A cassette player can be used with a small group to provide reinforcement drill or practice after a lesson has been taught. This frees the teacher to work with another group. The magnetic card reader, video, filmstrips, CD Rom, laser disc player and computers are other kinds of equipment that can provide multi-sensory group and individualized assisted learning.