I think this is especially useful as a "grand unified theory" in that it's easily extendable across levels. I teach undergrad stats classes in a model where I often can't assume students are comfortable with useful background math skills (e.g. calculating percentages, interpreting interval notation or inequalities, working with the equation of a line), and one class period a week is supposed to be dedicated to shoring up those skills. And this feels like basically the right framework for that, too! I'm not going to teach everything that the students would see in a full remedial course, just the bits that are directly useful for stats (or *sometimes* broader quantitative reasoning). I try to start covering something in that support section a couple of weeks before we'll use it in the "main" class, but I do a lot less rigid planning of the support section to respond to where students need review and practice. And the biggest change I've had to make over the past couple of semesters--definitely what I'm still working on most--is providing enough procedural practice (and spaced well) for those mechanics and the concepts to really stick.
Cool! Love that it feels useful at the undergrad level. And I agree on procedural practice. It's not as hip to talk about, but some well-designed and well-spaced procedural practices goes a long way. I have often underestimated how much students need. It's not hours and hours but a bit of practice is the difference between that remedial work sticking or just floating away.
I think this is especially useful as a "grand unified theory" in that it's easily extendable across levels. I teach undergrad stats classes in a model where I often can't assume students are comfortable with useful background math skills (e.g. calculating percentages, interpreting interval notation or inequalities, working with the equation of a line), and one class period a week is supposed to be dedicated to shoring up those skills. And this feels like basically the right framework for that, too! I'm not going to teach everything that the students would see in a full remedial course, just the bits that are directly useful for stats (or *sometimes* broader quantitative reasoning). I try to start covering something in that support section a couple of weeks before we'll use it in the "main" class, but I do a lot less rigid planning of the support section to respond to where students need review and practice. And the biggest change I've had to make over the past couple of semesters--definitely what I'm still working on most--is providing enough procedural practice (and spaced well) for those mechanics and the concepts to really stick.
Cool! Love that it feels useful at the undergrad level. And I agree on procedural practice. It's not as hip to talk about, but some well-designed and well-spaced procedural practices goes a long way. I have often underestimated how much students need. It's not hours and hours but a bit of practice is the difference between that remedial work sticking or just floating away.