Not everyone is comfortable with re-do’s and re-takes, which are more appropriately recognized as re-learning (or learning properly) and re-assessing. Some of us experience pushback when suggesting these practices to colleagues, then succumb to those pressures thereby denying their use in our classes. As a result, our students don’t learn the required content and skills.
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Access and equity for all in mathematics is not a new idea (Trentacosta & Kenney, 1997). When focusing on mathematics, the National Council of Teachers of Mathematics has made it clear and imperative in Principles to Actionsthat we commit to access and equity for all (National Council of Teachers of Mathematics [NCTM], 2014).
Read More… from Equity in Mathematics: Helping Every Young Adolescent Access the Content
Keeping learning relevant and engaging by putting middle school students in charge
Note: Student Agency is a HUGE part of middle school identity and success. For this issue’s column, I’ve asked education expert, LeAnn Nickelsen, to join me in presenting the case for elevating its…
Meeting students’ needs by building relationships, identifying learning intentions, and creating success criteria