This week I led students through a quick series of concepts and problems related to multiplication. The brain switches necessary as we moved from one problem to another, one model to another, and one algorithm to another was challenging for students. Ideally I would have loved to spend a day on each concept, but that would have taken us about four weeks--more time than we had to meet the tight deadlines of the curriculum program. I find myself on the fence when it comes to the value of these tight deadlines. On one hand they push you through the curriculum making sure you meet all expected standards, but on the other hand the learning is more frustrating for many because it simply does not allow for enough good practice and study. I simply don't have the luxury to slow down. What's a teacher to do?
I chose to power through a large number of related concepts this week which did create some angst and challenge, and now next week with that fast foundation, students will work to apply what they learned. This application time will give me some good time to work with individual students who need more help. I also reached out to parents to help with the review of traditional multiplication since I know that almost all parents can easily help with that. Next week I'll also have students help other students--students are good at helping one another solidify concepts. Then we'll take the math test. Those who still struggle will get even more extra help during RTI, and everyone will move on to division including the continued review of multiplication as check quotients and find alternative ways to divide.
Finding that just right pace in a class or diverse learners is not a simple solution--there's many, many ways to do this. While not the most comfortable week of math learning, I do think it was a profitable week--one which will lead to lots of practice and then an assessment in the days ahead. Onward.