The article discusses the concept of whole-group instruction. After noting criticism of whole-group instruction, the paper examines research on the effects of class size and academic achievement, classroom tasks, altering instructional variables, and ability grouping. Fifteen practical suggestions for teaching whole groups are included. What Principals Should Know. Whole-group instruction is convenient for teaching the same skills or subject to a class, making assignments, administering tests, setting group expectations, and making announcements.
Critics contend that whole-group instruction fails to meet individual students' needs and interests.
The Functions of Class Size Perceived by Chinese Rural School Teachers Din, Feng S. 1998 15p. A class of 50 or more students was considered large, while one with 30 or fewer students was considered small. Virtually all of the teachers preferred smaller classes, but did not regard them as necessarily related to student achievement. Smaller classes were seen as being easier to manage, allowing individualized help to students, facilitating teaching effectiveness, and requiring less work by teachers. The teachers considered outside influences of society and home, as well as the learning atmosphere of school and class, to be important factors in learning outcomes.