“Every student deserves a personalized learning experience that matches his or her unique learning style.” This summarizes the obsession many schools have with individualized instruction. Heaven forbid that a teacher should prepare a lesson without considering the needs of each student.
As a result, instead of standing in front of the classroom and giving one explanation to all students, teachers often divide their classes into smaller groups and repeat the same lesson multiple times. In fact, teachers are often evaluated based on the degree to which they make use of “differentiated instruction” techniques. Unsurprisingly, this places enormous stress on teachers as they strive to meet the impossible goal of providing personalized instruction for each of the 25 or more students in their classrooms.
Not only is this obsession with individualized instruction stressful on teachers, it isn’t particularly effective at improving student achievement. In her comprehensive analysis of the research literature published in the International Guide to Student Achievement (2013), Catherine Scott noted that tailoring instruction to students’ so-called learning styles is “…a waste of precious teaching and learning time.” Other experts, such as cognitive psychologist Daniel Willingham, have come to the same conclusion.
Much of the problem stems from an excessive focus on educational psychology in teacher training and professional development. Teachers learn all about the psychological needs of individual students, but precious little about how to effectively manage a classroom with 25 or more students. What teachers really need is a little less psychology and a lot more sociology.
Teachers aren’t hired as private tutors; their job is to teach groups of students. The best way for teachers to meet their needs is to engage the entire group with effective, whole-class lessons. Of course, this is easier said than done because it is not easy to manage the behaviour of 25 students while simultaneously providing engaging lessons. Unfortunately, despite the obvious importance of this skill, prospective teachers learn precious little in university about how to effectively teach large groups of students.
As Mike Schmoker points out in Focus: Elevating the Essentials to Radically Improve Student Learning (2011), a great deal of research has been conducted on what effective lessons look like. Teachers need to clearly explain new concepts, model how to solve problems, give students multiple opportunities to practice, and make sure students have mastered a new skill before moving on to the next level. In other words, they should make regular use of traditional, large-group, teacher-centred, teaching methods.
Jeanne Chall was a professor in the Harvard Graduate School of Education and director of the Harvard Reading Laboratory for more than 30 years. In her final book, The Academic Achievement Challenge: What Really Works in the Classroom (2000), Chall examined the research evidence and compared the effectiveness of progressive student-centred education with traditional teacher-centred education. Her conclusion was clear. “Traditional, teacher-centred schools, according to research and practice, are more effective than progressive, student-centred schools for the academic achievement of most children.” Not only that, teacher-centred education was especially beneficial for “children of less educated families, inner-city children, and those with learning difficulties at all social levels.”
According to Chall, one of the advantages of teacher-centred classrooms is that they focus more “…on preventing learning difficulties than on treating them with special procedures when found.” Because teacher-centred instructors make regular use of whole-class instruction, they seek out methods and materials that are optimal for the entire group. When problems arise, these teachers can spend more time with the relatively few students experiencing difficulty while the other students work independently on their assignments.
In contrast, teachers in student-centred classrooms are expected at the outset to adapt their instruction to the individual learning styles of each student. As Chall points out, this is a highly inefficient way to teach because each student only receives a small amount of direct instruction time each day. In addition, it is difficult to give additional time to academically weak students while also providing individualized instruction to all the other students.
Thus, schools should focus less on individualized instruction and more on teachers delivering effective, whole-class lessons. This will help teachers truly meet the needs of all students in their classrooms, especially those who are having difficulties with the lessons.
