Some Instructional Do’s

To maximize instructional effectiveness, try the following:

  • DO involve the learner in planning the learning activities based on his/her initial assessment of skills and his/her identified goals.
  • DO encourage students to share life experiences, situations, and perspectives and relate these to the learning activities (e.g., oral literacy skills) and the instructional materials.
  • DO establish a classroom climate of shared trust and one that values mutual respect and enhances learner self-esteem.
  • DO design activities that foster collaboration and cooperation and that involve all learners.4
  • DO treat students as adults, not children.
  • DO start each instructional session on time, using some whole group activity that builds community, e.g., teach the vocabulary word of the day; ask students to share how they applied skills learned in class to everyday life activities; use a short brainteaser or quick puzzle; bring in a slick magazine or newspaper ad that has a grammatical or spelling error and ask students to "find the flaw."
  • DO establish classroom rules and consequences collaboratively with the class members and enforce them equitably; DO NOT show favoritism for some students over others.
  • DO apply immediately the consequences for unacceptable behavior.
  • DO recognize that the individual learner's goals may change; it therefore is critical for you to periodically revisit and readjust goals with the learner so that instruction always moves students toward goal completion.
  • DO recognize that, with instruction, "one size does not fit all," and that one instructional plan does not fit all learners.
  • DO offer instruction using a multi-sensory approach, i.e., appeal to as many modalities as possible—visual, auditory, tactile/kinesthetic.
  • DO provide instruction in small chunks, introducing new material only after previously introduced material has been mastered.
  • DO revisit and review previously mastered material from time to time so that students keep these skills current.

4. Imel, S. (1998). Using adult learning principles in adult basic and literacy education. Retrieved August 25, 2004, from ERIC Clearinghouse on Adult, Career, and Vocational Education database. (ERIC/ACVE Document Reproduction Service No. AB0052)

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