wholeclass

Wholeclass, often written as whole-class instruction in academic literature, refers to a mode of teaching in which the teacher delivers content and guides learning to the entire class at once, rather than through separate groups or individual work. In this approach, the class shares common materials, discussions, and exercises, while the teacher sets objectives, demonstrates procedures, and monitors understanding for all students.

Common formats include direct instruction, teacher demonstrations, read-alouds, class discussions, and guided practice. This approach is contrasted with small-group or one-on-one instruction, which tailor activities to subsets of students based on readiness, interests, or instructional goals. Whole-class instruction is a central component of many curricular models and is frequently used for introducing new content, modelling skills, and building shared vocabulary.

Effectiveness depends on instructional quality. Benefits include efficient information dissemination, consistent messaging, and opportunities for whole-class dialogue. Limitations arise when students have diverse needs and learning paces; without sufficient differentiation, engagement may decline, and some learners may receive insufficient practice or feedback. Therefore, many educators use it in combination with differentiated tasks, independent practice, or targeted small-group work to address individual needs.

Related concepts include explicit instruction and direct instruction, which emphasize clear objectives, modeling, guided practice, and frequent checks for understanding within a whole-class setting. In contemporary practice, whole-class instruction is often embedded in blended or multimodal approaches designed to balance shared learning with opportunities for personalization and student interaction.