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
one reason so many students developed ‘math gaps’ when schools transitioned to college-and career-readiness standards
the most common way teachers try to address students’ unfinished learning -- and the pitfalls of that approach
conflicting perspectives some teachers and leaders have about unfinished learning
a mistaken belief she held about students’ access to grade-level tasks and what she believes now
an analogy to describe the degree to which unfinished learning affects access to grade level content
two questions you can ask as you decide how to support students’ unfinished learning
the two interpretations of ‘access to grade-level math,’ and why students need both