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Consequences of Accelerating Student Learning


Dr. Yeap Ban Har, primary author of the think!Mathematics curriculum joined us to discuss enrichment and acceleration. While he shared many valuable insights, below are three key ideas from the session…

+ Enrichment, done well, involves creating routines and consistent practices. Ban Har shared that launching the lesson with a problem-solving Anchor task, allowing students to explore problem-solving first with concrete materials, and promoting collaboration, are all routines and practices to include in the classroom. If these routines and practices are in place, acceleration will naturally follow.  

+ The art of journaling is a general way that we can support advanced students. Ban Har shared three journal prompts for students who are ready for depth independently within a lesson.

  • Write a note to a classmate who was absent today about what you learned.
  • Write a story problem for a calculation that we made today.
  • Invent your own strategy to solve.

+ OPPORTUNITY V. ABILITY. If we provide students with novel problem-solving experiences, without the weight of getting to a solution, our students’ ability to approach and solve novel problems will increase and improve.

As a friendly reminder, the think!Mathematics curriculum intentionally includes THREE novel problem-solving opportunities that can be individual or collaborative experiences:

  1. The unit Mind Workout
  2. The workbook Mind Workout (per unit)
  3. Unit assessment question(s)

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