I'll set the scene: it's the 9th day back at school since Christmas. Students no longer have pencils, notebooks, homework- they're done trying to make a good impression (that was last week). They've got an insatiable desire to socialize, they somewhat remember what we've been learning, so the're a little confident that they don't need to pay attention very well (or, they DO remember what we've been learning and are more than ready to move on). When the students had left for the day, the three of us that teach 8th grade math just looked at each other, exhausted, shaking our heads. My co-teacher said, "Am I crazy to want our next unit to be a self-paced one?" She had just completed a self-paced unit on Pythagorean Theorum with her 7+ class, and had gotten really good feedback. She wanted to create some of that independence in learning for our students and give them time to focus on the learning, instead of on each other.
But our classes are inclusion. My thoughts turned to thinking about individual students on my caseload, wondering if they'd be capable of managing a self-paced lesson. Several of our peers have had success with it, so why shouldn't we give it a try?
In many ways, self-paced units are perfect for inclusion classes. Students can move at their own pace, meaning the high-flyers are able to move on instead of putting their heads down while someone else asks a question we answer with 3rd grade math. Others who need a little more time are allowed that time, without anyone knowing they're moving at a slower pace. Those who need 1:1 or small group instruction can get that, because I'm not large group instructing, and I have time to pull students, float around and answer individual questions, and there are two of us in the room doing so! Students keep track of their own scores on the check-ins, and thus learn a way to manage their own learning. It really is the perfect idea. We all agreed that the next unit, on Volume, would be a good one to schedule as self paced for these classes- it's short, mainly involves memorizing and using formulas, and we were confident that we could make it manageable for our lowest performing students, through both monitoring and organization.
The only real problem for us was that we were starting the next unit the NEXT day.
So, I'm blogging today to show you (mostly you fellow teachers!) that no matter how little time you have to prepare, a self-paced unit isn't an overwhelming amount of work. Part of why we had not done one in our class yet was because we thought- "WHEW that's going to take a lot of work!" It does, but it doesn't have to take more work than you have time for. Here's what we put together, in just one afternoon! I don't have feedback yet about how it went because we are only on "day 2." I'll update that when we've finished the unit and moved on. BUT, I can say, by the end of the 1st day, some of our hardest working (and successfully so) students were students with disabilities. It was a proud teacher moment to watch them succeed on their own!
(Sorry for the potato quality pictures. My laptop didn't want to cooperate with editing. )
My Co-teacher used this format in her other class. It simply lists, in student friendly language, the goals of the unit, the CC Standards, and the directions for the unit. To foster independence and allow us as teachers to focus on content questions, we refer all the instructions questions back to this page.
Keeping things simple, and again using my co-teacher's formatting, we list the standards for each "day" of the unit, the pages they'll use in their interactive notebook, the lesson outline (aka what the students must complete), and what the assessment will be.
Highlights denote items they'll need paper copies for; links go to the videos, Google Docs, and pdfs they'll need for notes and instruction. Not only does the outline keep the student on track, but it helps with those DuFour questions we use in PLC's.
(Unit Outline page 2, so you can see not every lesson starts with a video)
SAMPLE ASSESSMENT
Since formulas are one of those "you get it or you don't" things in Math, we've used basic exit tickets for assessment. We also use the TenMarks lessons as an assessment to mix it up. TenMarks has a free component that is great! We used it last year, then petitioned for the accounts this year- which ended up being a district wide purchase based on our experience.
We created this as a half-sheet for students to put in their interactive notebooks. This way, they keep track of their grades. With her 7+ students, my co-teacher simply had them make a copy of the overview document and track their scores that way. With our inclusion students, we didn't want to deal with the hassle of copy/sharing, so we just gave them this. We check if they've mastered it after grading their assessment, and then they move on! If they have to move on but haven't mastered, we note their score in the score column and leave mastery blank, so they know to go back and try again later on.
TIPS
Prioritize!
Collaborate!
Modify what you already have!
Share it with parents, including answer keys as appropriate!
