GET MY ENTIRELY FREE RESOURCE BUNDLE:10 High-Impact Strategies & 'How To' Guides, Daily Planning Guide, & Deficit vs. Asset-Based Language in Math Chart
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, Iām 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 āaccess to grade-level math,ā and why both are necessary to provide equitable instruction for students.
Summary & Highlights:Ā
In this episode, Chrissy shares insights and guidance about how to approach studentsā unfinished learning in the face of rigorous grade-level content, including:Ā
āa statement sheād like teachers to STOP saying
āone reason so many students developed āmath gapsā when schools transitioned to college-and career-readiness standards
āthe most common way teachers try to address studentsā unfinished learning -- and the pitfalls of that approach
āconflicting perspectives some teachers and leaders have about unfinished learningĀ
āa mistaken belief she held about studentsā access to grade-level tasks and what she believes now
āan analogy to describe the degree to which unfinished learning affects access to grade level content
ātwo questions you can ask as you decide how to support studentsā unfinished learning
āthe two interpretations of āaccess to grade-level math,ā and why students need both