FEEL LIKE YOUR KIDS ARE BEHIND?
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FEEL LIKE YOUR KIDS ARE BEHIND?
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Description:
The most common concern I hear from middle and high school math teachers is how to support students who have unfinished learning from previous grades. In the face of rigorous grade-level content, this is a valid question -- and one without a silver bullet solution. When should teachers revisit previous grade-level content, and for how long? When should they push ahead?
In this episode, I’m sharing three takeaways from my time supporting teachers and leaders to increase access to grade-level math, including two questions you can ask yourself as you plan your strategy. Hear about two interpretations of the phrase ‘access to grade-level math,’ and why both are necessary to provide equitable instruction for students.
Summary & Highlights:
In this episode, Chrissy shares insights and guidance about how to approach students’ unfinished learning in the face of rigorous grade-level content, including:
- a statement she’d like teachers to STOP saying
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one reason so many students developed ‘math gaps’ when schools transitioned to college-and career-readiness standards
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the most common way teachers try to address students’ unfinished learning -- and the pitfalls of that approach
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conflicting perspectives some teachers and leaders have about unfinished learning
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a mistaken belief she held about students’ access to grade-level tasks and what she believes now
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an analogy to describe the degree to which unfinished learning affects access to grade level content
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two questions you can ask as you decide how to support students’ unfinished learning
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the two interpretations of ‘access to grade-level math,’ and why students need both
Resource Links:
Designing Shifts-Aligned Interventions in the Math Classroom - Aligned Blog Post by Astrid Fossum
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