Learning in The Fast Lane - Chapter 2 - Reflections - 10/05

 WHAT

Concept Map:
The concept map is created on chart paper, prominently displayed
and large enough to be seen by students in every corner of the room. It is
a permanent fi xture throughout the unit. The teacher (or student) moves
a sticky arrow or other symbol around the map as the class progresses
through the standard. Each strand that emanates from the centre is a
learning goal, which equates to a daily essential question. As students
master each learning goal, they move closer to being able to expound
on the unit’s central enduring understanding. This map includes two
important parts: The unit's overarching understanding or question and the explicit learning goals in students friendly language (often I can statements)

Tip Chart:
Term/information/picture:
Should be displayed visually (close to the concept map) and added to regularly

Student Work:
Examples of work that demonstrate learning goals

SO WHAT
The brain seeks patterns to make sense of things, and
standards walls help with that process, providing a systematic approach
to standards’ language and progression and giving students what they
need to grasp new content the first time. There are already so many academic hurdles for these students; knowing what they are learning today
should not be one of them

NOW WHAT

Booster Group:
I will start by creating a concept map for our next maths focus - addition and subtraction. I will use the Level 2 curriculum overview as the basis of this map. Alongside the concept map will be a tip chart that will be used to track key terminology as it arises.