AIG Math

Strategy 

Description

Why Appropriate for AIG Students

Compacting

Assesses what a student knows, plans for learning what is not known, and plans for freed-up time to spend in accelerated study.

Eliminates boredom, satisfies students’ desire to learn more, and encourages independence.

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness and movement among groups is common.

Exempts students from basic skills work in areas where they demonstrate a high level of performance and allows a chance for independent work at the students’ own pace.

Problem-Based Learning

The student is placed in the active role of solving problems as a professional would.

Utilizes varied learning strengths, allows use of a range of resources, and provides a good opportunity for balancing student choice with teacher coaching. Well-suited to dealing with readiness, interests, and learning style preferences among students.

Respectful Tasks

Tiered or differentiated activities designed to teach, reinforce, or extend a skill/concept. Teachers can target work toward student needs while also giving students choice.

Honors students’ mastery of a concept and eliminates unnecessary drill and practice. Materials and activities address a wide range of levels, learning profiles, and interests. Activities vary from simple to complex, concrete to abstract, structured to open-ended.   

Independent Projects, Group Investigations

Both student and teacher plan a method of investigating topics of interest to the student that revolve around some facet of the curriculum and identifying the type of product the student will develop.

Builds on student interest and enables students to use their preferred learning style. Allows students to develop expertise on a topic and work with complex ideas. Teacher provides guidance and structure to supplement student capacity to plan.