Love this post! I’ve been using strands in HS for my whole career. In Pre-Calc, we usually have a function analysis strand (analyzing log functions, say) going at the same time as a strand on higher order polynomials. I’ll also have a “Do Now” strand on Set Theory in the first ten minutes. I love it for the same reason you mention- slower pacing and slower more continuity (hard shift from polynomials test one day to logarithms functions the next is abrupt otherwise).
One reason I didn’t see you mention is multiple opportunities for student success. A student might really struggle in one strand, but they come to class knowing that there’ll be three strands, so there is always one or two that they feel confident about.
Thanks! And you're totally right about student success. I try to sequence different strands in a given lesson to start with something easier, and use the confidence students gain there to help them take a stab at something more ambitious.
Love this post! I’ve been using strands in HS for my whole career. In Pre-Calc, we usually have a function analysis strand (analyzing log functions, say) going at the same time as a strand on higher order polynomials. I’ll also have a “Do Now” strand on Set Theory in the first ten minutes. I love it for the same reason you mention- slower pacing and slower more continuity (hard shift from polynomials test one day to logarithms functions the next is abrupt otherwise).
One reason I didn’t see you mention is multiple opportunities for student success. A student might really struggle in one strand, but they come to class knowing that there’ll be three strands, so there is always one or two that they feel confident about.
Thanks! And you're totally right about student success. I try to sequence different strands in a given lesson to start with something easier, and use the confidence students gain there to help them take a stab at something more ambitious.
Strands, but for teacher education