Instructional formats refer to the organizational structure through which content is delivered. Some examples of instructional formats include, whole group, small group, and one-on-one instruction. An integral part of effective activity implementation involves selecting and planning the appropriate instructional format. Coaches can support teachers in planning which instructional formats should be used to teach specific skills based on student data. For example, if four students struggle with letter recognition, an appropriate instructional format for these students would be small group instruction. On the other hand, if the majority of the classroom data showed students needed more support in letter recognition, it could be re-taught in a whole-group format. Coaches help teachers to make connections among various aspects of their instruction (including format) and child behaviors. Through active listening, the coach can identify areas in which the teacher may need additional support with planning for whole group, small group, or one to one formats. Most importantly, the coach helps the teacher think about how the instructional format can support a specific learning goal.
Consider using the following competencies to help teachers increase knowledge about instructional formats:
- Connect reflection opportunities to child data and progress monitoring results to strengthen the practitioner’s ability to recognize opportunities to adapt instruction and interactions to individualize support.
- Prompt the practitioner to think about and question the extent to which their instruction and interaction matches the targeted developmental or learning objectives
- Use a variety of prompts as needed until the practitioner articulates their own explanations or judgments about the connections between their instruction/interaction(s) and child behaviors/responses or offers explanations if the practitioner is unable to make connections on their own
Mentoring Prompts
- “According to data, which learning areas does the majority of the class need support with?”
- “What format do you find yourself using the most?”
- “Which students could benefit from small-group instruction of a specific learning area?”
- “What part of your day can you teach in small groups? What are the rest of the students doing during that time?”
- “What learning format works best for students to be able to engage with the materials during the lesson?”
- “How do the children go about selecting their centers?”
- “Let’s intentionally plan for what the small group will be like in centers.”
- “What did you notice about your whole group today? What would you do differently?”
- “How much time do you devote to the whole group and small group session?”
- “Do you understand the benefits of the different instructional formats?”
- “Do you provide one on one instruction?”