Missing Concepts

Examples of Instructional Strategies for Filling Academic Gaps:

Independent, Self-paced Strategies

• Mastery paths: A mastery path is a self-paced, independent learning strategy available through Canvas. 

Example: Dennise Grater used this strategy in her economics class to move an entire class forward but at their own pace. The strategy freed Dennise to work in the classroom with those who were struggling.

• Curriculum Compacting: Students advance through material at their own pace and according to their own needs. This strategy works well if students have widely varying levels of understanding and need individualized, differentiated instruction.  Pre-assessment of skills already mastered and those not yet learned is essential because students do not all start at the same place. This strategy can be used for a unit of instruction or even whole courses.  

Small-group Strategies:

• Learning Stations (or Learning Centers): small groups rotate through a series of related activities.

Example: Kelly Carpenter has set up Learning Stations in her English classroom for helping students learn writing skills and concepts and to edit each other's writing.

Example: Abi Bymaster has set up Learning Stations in her classroom to remediate, reinforce, and introduce concepts and skills in biology.

• Tiered lessons can be readings or activities that accommodate students with different reading levels within the same class.

Example: Lora Hebert uses a text in her French classes that provides readings at three reading levels.

Example: Encyclopedia Brittanica (for basic research) provides explanations of basic concepts and information at three reading levels.

• Literature Circles: Groups read books or articles at different complexity levels on the same theme or concept.

Example: English teacher Sarah Powley chose thematically-related novels at three different reading levels. Students self-selected vocabulary words they encountered. Because the texts were all related, small-group discussions were guided by the same questions. Whole-group instruction was relevant to all texts.

Common Lit and Newsela are sources for thematically related texts and articles.

• Reciprocal teaching: Students work together in small groups to teach material to each other. Students can be given specific roles within the group (much like Literature Circles) or they can collaborate in a less structured way. Originally, reciprocal teaching was designed as an approach to reading comprehension with all groups reading the same information; however, each group could pursue a different concept and report out to the whole class.

Example: Things Fall Apart: Tonya Simpson's English classes read various assigned pieces in groups to gain background knowledge of Nigerian culture.  The individual groups then taught the information they had learned to the rest of the class. 

Example: Death and Life of the Great Lakes: Abi Bymaster uses sketch noting to help AP Biology students follow the logic of chapters in this text. Students compare and contrast their sketch notes to be sure they have not missed any important concepts. In this form of reciprocal teaching, students do not have prescribed roles.

Teacher-led Strategies:

• Bell-Ringers: Bell-Ringers are designed to last no more than 5-10 minutes at the beginning of the class and are useful for previewing or reviewing content. 

Example: Physics teachers noticed that many students were rusty on the algebraic concepts necessary for learning in physics. These teachers open class with a short Bell-Ringer review and practice of these fundamental ideas.

• Mini-lessons: A mini-lesson is a short review or explanation (no more than 5-10 minutes) that the teacher inserts into the overall lesson. A mini-lesson can be planned or spontaneous. If planned, there are specific steps that help to cement the new knowledge.

Example:

• Flipped classroom: In a flipped classroom, the teacher presents content through reading and instructional videos that the students watch at home; in class, the teacher is available for guided "homework" and support.

Example: Michael Coates teaches AP Chemistry and regular Chemistry by flipping his classroom Students view and review his presentations at home.  Michael structures class time to answer questions and lead students through labs. The strategy gives him an opportunity to work one-on-one with students who need help.  

• Anchor Charts: An anchor chart is a giant-sized visual, posted on a classroom wall, that captures key content and can be used by students to recall information.  Often, teachers and students create an anchor chart together.

Example: Jeremy Bloyd and his students brainstormed the ideas for this anchor chart that addresses discussions about diversity and inclusion.

Example: Laura Whitcombe uses anchor charts to remind students of concepts in Speech.

Where to Find Tutoring Opportunities and Help

Short term:

• Teacher (prep, after-school, in class) 

• English lab  (teacher)

• Math lab (teacher)

• NHS peer tutor (student)

• EL Study Hall (teacher)

• United Way Volunteers for ELL students (adults in the community)  (Contact Jeremy Bloyd or Kat Speer for information)

• Interventionists, paraprofessionals (teacher)

• www.askrose: Free online tutoring with college students at Rose-Hulman by phone, chat or email for math and science questions.

• www.Schoolhouse.world: Free online tutoring with peers for math or SAT prep.        

• www.khanacademy.org: Free tutorials at all grade levels in all subjects.

Long term: 

• Commercial services (e.g., Sylvan Learning)