The instructional challenges this school year are predicted to be unprecedented. Students will be returning with significant anxiety as well as considerable unfinished learning.
Using the recommendations from NCTM and NCSM, Moving Forward: Mathematics Learning in the Era of COVID-19, AERO provided a summer online session Using Mathematics Critical Areas to Address Unfinished Learning and Deepen Student Mathematical Understanding, to support schools in addressing recommendation 1 and 2. This fall, AERO id offering a follow-up online session to address Recommendation 3.
1. Develop a shared sense of the critical grade-level content that students must learn.
2. Develop a shared sense of the prerequisite knowledge for the critical grade-level content.
3. Use formative assessment strategies to gather evidence of student learning and use that data to provide “just-in time” support to move learning forward.
4. Focus instructional strategies on effective mathematics teaching practices.
It is through formative assessment, interactive talk, ongoing dialogue, rich, formative questioning, and careful listening and reading, teachers can assess what kinds of scaffolds are appropriate and how much scaffolding is appropriate to address unfinished learning. In these sessions, participants will
· Use collected data from their formative assessments to identify unfinished learnings and misconceptions in mathematics;
· Identify instructional scaffolding strategies to address the identified unfinished learnings and misconceptions.