High School Math Guide

• Provide key aspects of knowledge in advance of instruction . • How can we use what we have learned about asynchronous learning to build background knowledge and vocabulary? • What content can be previewed before synchronous learning time? • Increase the relevance of students’ learning . • How can we capture students’ attention and interest and ensure that they see the value in the things that they are learning? • Can our students answer the question “why am I learning this?” • Create active, fast-paced learning experiences . • Can we develop lessons that move quicky, perhaps cycling through information several times, and allow students to engage? • How can we ensure that students are active, and practice, as part of our lessons? • Build students’ confidence. • Are the students building their confidence in their learning as that helps build competence? • What successes do students have that we can celebrate? • How can we learn to be strength-spotters rather than deficit-describers? The effect size of acceleration is .68, well worth the effort to change the narrative. Acceleration does not only mean skipping a grade (and the opposite, retention back a year, is among the most systematically negative influences that we know) but can also mean telescoping or ensuring only the core and key parts of the curriculum are covered more deeply. Of course, the narrative needs to be supported with high quality learning experiences that have an impact. Later in this book we will focus on instruction and intervention. But the fact is that teachers are very good at achieving the expectations that they have for students, high or low. And teacher expectations have been impacted by the conversations about learning loss. Commitments ! Do not assume students have, or have not, learned. Diagnose, discover, and investigate the status of learning for every student. ! Check a broad spectrum from achievement, interest and motivation, angst and loneliness, health and happiness. ! Discuss opportunities for acceleration with your teams.