Orchestrating Engagement in Whole Group Lessons

For decades, small group rotations have dominated literacy instruction in elementary classrooms, and there are many benefits! Small group instruction allows for targeted, individualized lessons that meet students where they are. However, in the push to prioritize small groups, we may be overlooking the substantial benefits that whole group instruction can offer when done right.

When the Whole Class Needs It, Teach the Whole Class

Research indicates that if a majority of students need instruction on a concept, whole group teaching is often the most effective and efficient approach (Archer & Hughes, 2011). Teaching the same content repeatedly in small groups drains valuable time, and for material that nearly all students need, it simply isn’t necessary. By addressing the whole class at once, teachers can deliver key lessons that ensure everyone has the same foundation, freeing up small group time for targeted intervention rather than reteaching.

Small Groups are "Expensive" and Require High-Quality Independent Work

While small group instruction is valuable, it is also, in a sense, "expensive" (Conradi Smith, Amendum, & Williams, 2022). The reality is that students learn most effectively when actively engaging with an effective teacher (Hattie, 2009). With limited time and resources, it can be challenging to structure independent learning tasks that hold up to the same rigor and engagement as teacher-led instruction—especially at the elementary level, where executive function and self-regulation skills are still developing. Whole group instruction lets students spend more time engaged directly with a skilled teacher, maximizing that time and reducing the dependency on independent tasks.

Whole Group Lessons Can be Just as Effective—When Done Right

Studies on the science of reading show that structured, explicit instruction in a whole group setting can significantly impact student achievement. Structured literacy, which includes direct, systematic instruction in phonemic awareness, phonics, vocabulary, and comprehension, is highly effective when delivered to the entire class, and successful differentiation and formative assessing is possible in this setting!

Keeping Students Actively Involved and Engaged is Key

These proven strategies make whole group instruction a dynamic and interactive experience for students. Whole group instruction doesn't have to mean passive listening! When structured with purpose and engagement, it can be just as interactive and impactful as small group teaching.

Let’s dive in to 15 engagement strategies that will make your lessons lively and ensure active learning!

• Say Something

  During a read-aloud or lecture, pause periodically and ask students to “say something” to a partner. They could make a prediction, summarize, ask a question, or share a personal connection. This keeps students actively processing information throughout the lesson.

• Four Corners

  During a read-aloud or lecture, pause periodically and ask students to “say something” to a partner. They could make a prediction, summarize, ask a question, or share a personal connection. This keeps students actively processing information throughout the lesson.

• Turn and Teach

  After introducing a concept, have students turn to a nearby partner and explain the idea or skill as if they’re the teacher. Encourage partners to ask clarifying questions. This builds confidence, reinforces understanding, and helps identify any gaps in comprehension.

• Two Heads Are Better Than One

  Have students work in pairs and take turns sharing their thoughts aloud as they solve a problem or analyze text. The “listener” offers feedback or builds upon their partner’s thinking. This strategy deepens thinking and clarifies misunderstandings.

• Quick Writes

  Give students 2–3 minutes to write their thoughts on a prompt or question before sharing with the class. This allows everyone a moment to gather their thoughts and gives quieter students a chance to contribute. Reading their quick write aloud can be a comfortable way for students to share.

• Rapid Fire Frenzy

  Invite students to “rapid fire” answers by randomly calling out answers instead of having one student at a time raise hands and be called on. After everyone shares, compile the gist or main idea together.

• Silent Debate

  Divide students into two groups and assign each group a viewpoint. Instead of speaking, students write arguments on chart paper or sticky notes, reading and responding silently. This can lower the pressure to speak out loud and foster critical thinking.

• Gallery Walk

  Post questions, problems, or statements on chart paper around the room. Students walk in small groups, stopping at each station to write down responses or solve problems. This gets students moving, discussing in small groups, and thinking critically.

• Pass the Question

  Pose a question to the class and ask one student to respond. That student then “passes” the question to another student, who can either build on the answer or give a new perspective. This promotes listening and creates opportunities for everyone to participate.

• 1 + 1 + 1 Reflection

  After teaching, have students write down one thing they learned, one thing they found interesting, and one question they still have. Students can then share these reflections with a partner or the whole group. This technique is useful for summing up a lesson and inviting student-led discussion.

• Think, Write, Share

  Ask students to take a moment to think about a question, then write down their thoughts. Afterward, they share with a partner or the group. This process allows students to carefully consider their ideas and helps reluctant speakers feel more comfortable sharing.

• Check and Add

  Pose a question or idea. Have each student write down his/her own idea or response. Then, have students talk to one- two people near them, check and add to their answer.

• Brain Dump

  At the end of the lesson, give students 2–3 minutes to write down everything they remember learning and thinking about during the lesson. Encourage them to include questions they have or things they’re still curious about. This activity solidifies learning and reveals topics needing further exploration.

• Exit Ticket

  After a lesson, have students write on an exit ticket as a formative assessment. This can be summarizing the lesson, asking a question, giving an ah-ha moment or any other connection to new learning. Find a variety of exit ticket ideas in Reading Rev’s VIP library.

• 3-2-1... Reveal

  Have students write their answer on a white board, but keep it hidden. Allow think time. Then, say 3-2-1… Real. Everyone shows their answer.

  Mistakes = learning so while corrective feedback should be given, do it in a positive, light-hearted way.

Each of these strategies is designed to increase student engagement, create opportunities for sharing, and promote a collaborative classroom environment. Using a variety of these techniques in lessons will encourage students to stay active and involved in their learning.

We recommend teaching these strategies one at a time. Once students understand the routine and expectation, add another one.

Print and laminate all 15 cards and keep them on a ring for use during whole group instruction! Find them in our VIP library or here.

Additional Notes on Research Citations

1. Archer & Hughes– Explicit Instruction: Effective and Efficient Teaching. This book (and website) explores the benefits of explicit, whole group instruction for large groups of students needing foundational learning.

2. John Hattie– Visible Learning. This book showcases research that teacher-led instruction has one of the highest effect sizes on student learning. Visible Learning: The Sequel: A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement is also now available.

3. Kristin Conradi Smith, Steven J. Amendum, & Tamara W. Williams– Maximizing Small Group Reading Instruction. This article explains why small group instruction comes at a cost, but offers solutions to maximize both whole and small group results.