I'm trying to figure out the second image and how it represents the change to a "traditional" lesson progression in which I assume each lesson takes the same amount of time and there is little spiraling (hence the lack of overlap).
I'm intrigued by the practice you describe and I might see how I can adapt an equivalent practice for my Pre-Calculus students. Thanks for sharing!
Would've done for me. I had this idea my first few years that if students really learned something they didn't need to review it so I actively avoided review. Bad, bad, bad.
Excellent.
Mastery is in the pursuit, not the arrival.
I'm trying to figure out the second image and how it represents the change to a "traditional" lesson progression in which I assume each lesson takes the same amount of time and there is little spiraling (hence the lack of overlap).
I'm intrigued by the practice you describe and I might see how I can adapt an equivalent practice for my Pre-Calculus students. Thanks for sharing!
Sorry, somehow I missed a paragraph that explains what I initially missed.
I think that you could show that pair of images to a new math teacher and do them a whole heap of good.
Would've done for me. I had this idea my first few years that if students really learned something they didn't need to review it so I actively avoided review. Bad, bad, bad.