The above study plan utilizes printed materials for instruction, but computer assisted instruction, videos, and audio cassettes can also be included. This type of study plan emphasizes individualized instruction, but the classroom teacher can also teach these skills in group settings.
When applying TABE results in the classroom, there are several teaching strategies that can be utilized. The ABE teacher will most likely choose a variety of strategies in order to meet the needs of all the students. The following are some strategies that are effective as well as being able to connect to the TABE content.
Individualized instruction allows each student to work alone, asking for assistance as needed. In this case, each student should have a study plan or prescription prepared solely to meet his or her needs. This should be determined by the student's individual diagnostic profile as revealed by the TABE results. Some students, especially the visual and tactile learners, prefer this method of instruction. They are able to create their own pace of learning and not be influenced by the pace of a group.
One-on-One Instruction involves the presence of another person, besides the student. This person could be the teacher, another student, or a volunteer, and he or she would teach lessons on a one-to one basis. Assisting a student to learn in this way is like having a private tutor by one's side, and most ABE students receive this type of instruction at various times in the classroom. This strategy is the preferred one for students whose academic skills are at very low levels. While the teacher can use this strategy sometime, he or she obviously cannot spend an entire session with just one student everyday. Volunteers are great at stepping in to perform this service. With this strategy, the curriculum for one-on-one instruction should match the relevant content measured on the TABE.
Group Instruction allows the teacher to teach specific skills to a larger number of students than the one-on-one allows. Group activities can also enhance the learning for students who opt for the individualized instruction strategy. Group instruction enables the teacher to use his or her knowledge, experience, and expertise to provide special tips that will facilitate learning. Printed material can never match the enthusiasm brought to a lesson by a highly motivated and animated teacher. This strategy also gives the students the opportunity to be involved in the learning activities. Sometimes, the participating students can aid in the learning process by providing their own special tips to help other students. Auditory learners, especially, appreciate group instruction. Once again, this strategy should make use of the type of lessons students will encounter on the TABE.
Cooperative Learning is a strategy similar to group instruction. There is a description of cooperative learning in the ABE Florida – 2005 Resource Guide, listed in "Strategies for Cooperative Learning."
Multi-Level Activities give the teacher the opportunity to combine different academic subject-areas into one lesson. For example, interpreting graphics is a skill required in both, the reading and math subtests of the TABE. Therefore, a group activity designed to teach the interpretation of graphics can cover both of these academic areas at the same time. For students planning to eventually take the GED Exam, the teacher can combine some of the skills required for that test. "Character aspects" and "style techniques" are covered in both, reading and literature – "author's purpose" is covered in reading and writing … "fact or opinion" is covered in reading and social studies – "drawing conclusions" is covered in reading, math, science, and social studies. There are many multi-level lessons and activities that the teacher can develop and use in the classroom.