Article Summary

One of the biggest misconceptions about The Grid Method is that teachers stop teaching whole-group lessons. This post explains how whole-group instruction fits into mastery learning, why self-paced learning does not mean self-taught learning, and what teachers actually do during Grid time. You’ll see how The Grid Method creates more opportunities for targeted instruction while giving students greater ownership of their learning.

The Grid Method does not eliminate whole-group instruction.
Most teachers still teach mini lessons throughout the week.
Self-paced learning does not mean students teach themselves.
Grid time gives teachers more opportunities for small-group and one-on-one instruction.
Teaching becomes more targeted and responsive to student needs.
Every Grid Method classroom looks different because teachers maintain their own style.
The goal is better learning, not less teaching.

But…When Do I Actually Teach? Addressing The One of The Most Common Questions About Mastery Learning

One of the most common questions I get when I first share The Grid Method with teachers is about whole group instruction.

It usually comes after we’ve walked through a sample Grid and someone slowly raises their hand and asks,

“But… when do I actually teach?”

If you’ve had that same question, you’re definitely not alone. And honestly, I understand where it comes from.

For most of us, teaching has always looked a certain way. The lesson starts with whole group instruction, students practice together, maybe they work independently for a little while, and then class ends.

So when you first see a mastery learning classroom or a Grid Method classroom, it’s easy to assume those pieces disappear.

They don’t.

Whole Group Instruction Doesn’t Go Away

The first answer is actually pretty simple. Many teachers using The Grid Method still teach whole group lessons every single day. The difference is that those lessons are usually shorter and much more intentional.

Instead of a 40 or 45 minute lecture, you might teach a focused 10 to 15 minute mini lesson before students move into their individual work (or “Grid Work”).

Sometimes that lesson introduces a new concept.
Sometimes it addresses a challenge you’ve noticed students running into.
Sometimes it’s simply a chance to bring everyone together around an idea before they continue learning.

Whole group instruction is still valuable. It’s just no longer the only way instruction happens.

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Self-Paced Does NOT Mean Self-Taught

This is probably the biggest misconception about mastery learning.

People hear “self-paced” and immediately picture students sitting quietly, teaching themselves while the teacher watches from across the room.

That’s not mastery learning.

Students still need discussion. They still need modeling. They still need guided practice. They still need teachers asking great questions and helping them think through difficult concepts.

In fact, when mastery learning is implemented well, teachers often spend more time interacting with students than they did before. One of the other most common things we hear from Grid Method teachers is that they feel like they’re actually teaching MORE. It’s just done more in 1-on-1 or small group situations, rather than at the front of the classroom.

The teaching is still there. The learning is still there. The interactions just look different.

What Happens During “Grid Time?”

This is where I think the real teaching happens.

Instead of delivering the same lesson to 30 students who all need different things, you’re able to spend your time where it’s needed most.

During Grid time, students are working their way through their Mastery Grids, and teachers are typically doing things like:

meeting with small groups
conferencing one-on-one with students
checking for understanding (checking off boxes in the Grid)
providing intervention before students fall too far behind
extending learning for students who are ready to go further

Teaching becomes more targeted.

Instead of asking, “Did everyone understand?” you’re sitting next to a student and finding out in realtime.

Those conversations are often where the biggest breakthroughs happen.

Every Classroom Will Look Different

One of the things I’ve always loved about The Grid Method is its flexibility. This is also why teachers and districts love it. We’re never going into a school or classroom and trying to make everything look and operate a certain way.

Every classroom that adopts mastery learning develops systems and routines that fit the teacher, the students, and the content being taught.

Some teachers begin every day with a mini lesson.
Some bring students together only when it’s needed.
Some use frequent small-group instruction throughout the whole class period.

There isn’t one right way.

The goal isn’t to make every classroom look the same. That’s never been the goal.

The goal is to create a classroom where students have clear learning targets, meaningful support, and opportunities to master the content.

That’s why The Grid Method has worked in classrooms all over the world for more than a decade.

It provides enough structure to support mastery learning, while leaving plenty of room for teachers to be themselves.

Because great teaching has never been about choosing between whole group instruction or student independence. It’s about creating spaces where students get what they need in order to grasp a concept, and teachers have the flexibility to create, engage, and guide learning.

Article Recap

Whole-group instruction still has an important place in mastery learning.
Mini lessons are typically shorter and more intentional.
Self-paced learning increases teacher interaction, not decreases it.
Grid time allows teachers to provide individualized support.
Flexible classroom routines help meet the needs of different students.
The Grid Method provides structure while preserving teacher autonomy.
Great teaching is about giving students what they need, when they need it.

About Chad Ostrowski

Chad Ostrowski is the co-founder of the Teach Better Team, and creator of The Grid Method. He is also a co-author of the Teach Better book. But Chad is a middle school science teacher at heart. He now travels the country sharing his story, working with teachers, schools, and districts to help them to reach more students.