In planning a lesson to address students at all skill levels, teachers need to consider the following: the lesson's focus; the materials to support all students' understanding; a main activity that all students will succeed at; and availability of activities in centers that extend the specific learning. To extend the specific learning in centers, activities at the centers offer opportunities to apply the skill learned. These activities are ones students can choose from and complete independently. Students recall information learned during the lesson and use it in a way that is different from the original lesson activity.
To assess the environment to ensure it supports multi level instruction, teachers assess the room for the following: printed letters and words at students' eye level in the classroom; clearly identified centers for art, writing, computers, reading, music, math, dramatic play and other areas for learning support; behavior charts for individual and group activities and use of centers and other areas. These charts identify appropriate behaviors in a manner students understand (pictures, words, symbols). Attention to these areas supports application of new learning following a lesson.
During instructional delivery, a teacher's interpersonal skills support optimal delivery of instruction and student learning. The circumstances of the lesson should support a stress free environment enhanced through positive adult communication with the students. Also, teachers observe and correct or commend students' interactions during lessons to support appropriate communication, therefor improving the conditions during instructional time. Teachers and teacher aides support students' efforts by assisting students when needed. this provides students with the opportunity to succeed at the task involved in the learning. Active listening is also critical in supporting a multi-level instructional lesson, since students comments and requests identify levels of understanding.
Immediate actions teachers can take to support multi-level instruction include the following: display word cards with picture directions in the classroom; place words and printed materials that hang in the room at students' eye levels; make printed materials available in all centers and activity areas; provide a floor space with carpets for independent activities and peer interactions; include activities in center areas that stimulate students' interests while addressing specific skills being taught; provide challenging as well as basic activities in center areas for students' choice; provide opportunities for students' independent application of new learning; and use teacher aides as student guides during direct instruction.