Tools Used in Individual & Whole-Class Learning

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  • 0:02 Individual &…
  • 0:33 Time
  • 1:53 Grouping and Assessments
  • 3:43 Materials
  • 5:00 Lesson Summary
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Lesson Transcript
Instructor: Sharon Linde
Teachers use a wide range of tools to educate students - from materials, like white boards, to creative use of time. This lesson outlines these tools and explains how they're used in both whole-class and individual learning.

Individual & Whole-Class Learning

When we think of tools teachers use, books, pencils, white boards, and technology may be the first thing to pop into our minds. If you really think about it, though, the toolbox from which teachers pull from is much bigger than those material things we can actually put our hands on.

Ms. Hicks remembers her first year as a teacher. She was excited but a little worried - how would she be able to reach all learners? She knew she'd have to teach whole-group and individual students. What could she do to make sure she reached all learners?


Ms. Hicks knows teachers use many different methods and tools to reach learners. She asked herself how she could promote learning for her students at all times. Let's take a look at how she made her first year work.

In order to teach both whole-group and individual students, Ms. Hicks needs to organize and manage her time. How does this work? She creates a schedule that balances out direct instruction, the amount of time she spends teaching all students, and independent student practice. During practice, or work time, Ms. Hicks will be free to work with individual students who need support.

For example, Ms. Hicks's 45-minute math instruction follows a predictable pattern. First, she introduces the new concept to the whole class, highlighting key terms and strategies. She shows students how to work a few problems, then has students try a few together. This takes her third graders about 15 minutes, leaving about 30 left in class.

She sends her students off to work on the concept independently and zooms in on a few students she knows struggle with math. She'll spend the next 20 minutes working with individual students, scaffolding their learning, while the rest of the group practices at their seats. After this, she'll bring the group back together to end the lesson. She'll review new concepts, answer questions, assign homework, and set the stage for tomorrow's learning.

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