8th grade Math Guide

As you work to understand the demands of the standards, it may be helpful to try solving problems that align to each standard yourself to help you anticipate areas where students may get stuck and to identify the most critical prerequisite knowledge. Additionally, the Coherence Map is a helpful tool to understand the progression of learning leading up to grade-level content, as illustrated on page 2 of this 5th grade example. When possible, use data you already have to diagnose student understanding in order to save yourself time and avoid over-testing students. See what you can learn from classroom discussion, one-on-one conversations, and written work students complete as part of everyday instruction. If more information is needed, you may decide to administer a pre-assessment. Page 3 of this 6th grade example shows one teacher’s approach to diagnosing student understanding. Let the data be your guide as you take action – with whom, when, and on what? Pages 4-6 of this 8th grade example show one teacher’s approach. During this phase, it’s important that students understand how the extra support connects to their own grade-level content. One teacher shared that she posts grade-level problems on the board at the beginning of instruction, explaining that they will return to them after brushing up on a few skills. As I’ve looked into this topic over the past few years, I’ve realized that there are no silver bullets. There is no one program or solution to catching kids up who are several years behind. Instead, it takes deep content knowledge, increased time, and strategic planning to meet students where they are and accelerate their path forward. While the 3-step approach Understand-Diagnose-Take Action will not magically “finish” students’ unfinished learning, it can provide some structure to a challenge many teachers continue to face in the classroom. Reactions to the approach have been positive, and we’ve seen some early successes from teachers who have used it. If you’re a teacher working to address unfinished learning in the context of grade-level work, please share your ideas and examples by sending us an email or Tweeting at us: @achievethecore and @AchievementNet! There are no silver bullets

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Building knowledge

Elementary School

English Language Learners

High School

Math interventions

Mathematics

Middle School

Scaffolds for struggling learners

About the Author: Christina Allison is the Director of Math Content Design at Teaching Lab where she supports teachers and leaders to implement strong standards-aligned instruction in math. As a former middle school math teacher and instructional coach in Chicago's Little Village, Englewood, and Auburn-Gresham neighborhoods, Christina was drawn to Teaching Lab's model of teacher-led inquiry cycles and the opportunity to bring educators together to learn from one another. Christina resides in Chicago with her husband, Dan, and two children, Liviana and Otto.