Do you have an example of what a typical lesson plan might look like with this approach? Curious to see how you roughly allocate the time within a 50-60min block, and how you avoid the feeling of being rushed within a given day's lesson.
I’m curious if you find that context switching hurts the students’ retention. I’m not sure what to expect a priori - could easily see it going either way
I'm wary of introducing too many ideas in one class for this reason. But most often it's one chunk introducing a new idea, and other chunks are practice, or maybe practice that gets a bit harder or introduces a slight twist, but not a whole new idea. I think context switching for practice is good, but context switching for completely new learning is risky.
Thank you for posting. I've been teaching honors Algebra 2 with this approach for close to 20 years and have seen great success with recall even up to Calculus (which I also teach). It's very discouraging to see the newer math curriculums are more focused on quantity rather than quality.
Something I've discovered since starting this is that there are plenty of teachers out there who have quietly been sequencing curriculum this way for a long time. It's not popular on a relative basis but it's not a unique idea at all. Makes sense that teaching calc reinforces the value of retention in the multi-stranded approach.
Do you have an example of what a typical lesson plan might look like with this approach? Curious to see how you roughly allocate the time within a 50-60min block, and how you avoid the feeling of being rushed within a given day's lesson.
Yes! Post coming tomorrow, I got another request for this as well.
I’m curious if you find that context switching hurts the students’ retention. I’m not sure what to expect a priori - could easily see it going either way
I'm wary of introducing too many ideas in one class for this reason. But most often it's one chunk introducing a new idea, and other chunks are practice, or maybe practice that gets a bit harder or introduces a slight twist, but not a whole new idea. I think context switching for practice is good, but context switching for completely new learning is risky.
Thank you for posting. I've been teaching honors Algebra 2 with this approach for close to 20 years and have seen great success with recall even up to Calculus (which I also teach). It's very discouraging to see the newer math curriculums are more focused on quantity rather than quality.
Something I've discovered since starting this is that there are plenty of teachers out there who have quietly been sequencing curriculum this way for a long time. It's not popular on a relative basis but it's not a unique idea at all. Makes sense that teaching calc reinforces the value of retention in the multi-stranded approach.