Very insightful video! One big question I have coming out the other side pertains to your first point about moving too quickly through material. I definitely agree that we shouldn't be leaving students who still have confusions behind by proceeding to new content too hastily, however I wonder about the opposite problem: What is to be done for the exceptional student who may feel bored having to go through all the repetition necessary to ensure everyone is on the same page? The reason I'm curious about this is I suspect the exceptional student could become disengaged with the subject in much the same way as the struggling student, but for opposite reasons. Instead of feeling like they're left behind they may feel like they're never truly moving forward (perhaps to put it another way they may feel like they're being held back from "getting to the good bits", whatever that may mean to them). I find it difficult to reconcile the needs of these two hypothetical students (struggling and exceptional), let alone accommodating the whole spectrum of needs we may find in between. I'd love to get your thoughts on this since you seem to have dedicated a great deal to thinking about these kinds of issues. P.S. A bit of background about myself: I am not a teacher, I am currently an undergraduate physics student. I don't know if I'll go into teaching after, but I certainly think about education quite frequently. This is why I've made plenty of use of the speculative "may" above since I haven't personally found myself in quite this scenario yet. The only experience I have in teaching mathematics so far is in the extremely informal setting of helping my peers where I can when they get lost. There's definitely a sense of gratification I get in the moment where clarity manifests itself in their expression, it helps me feel like I really do know what I'm talking about. Who knows, maybe this sense of gratification I get will inevitably push me to pursue teaching sometime down the line!
This is a great question. Unfortunately, there's no easy answer for how to balance the pace to account for both struggling and exceptional students. Practically speaking, if the environment allows for it, perhaps one good thing to do would be to give the exceptional students opportunities to present/teach key aspects of the lesson to the class. This would have to be done carefully to avoid creating an obvious cultural split between "good" and "bad" students in the classroom. However, keeping gifted students engaged by allowing them to share their insights is usually beneficial to all. Thanks for your comment!
Epic recovery at 0:53! Great insights👍🏼
Very insightful video! One big question I have coming out the other side pertains to your first point about moving too quickly through material. I definitely agree that we shouldn't be leaving students who still have confusions behind by proceeding to new content too hastily, however I wonder about the opposite problem: What is to be done for the exceptional student who may feel bored having to go through all the repetition necessary to ensure everyone is on the same page?
The reason I'm curious about this is I suspect the exceptional student could become disengaged with the subject in much the same way as the struggling student, but for opposite reasons. Instead of feeling like they're left behind they may feel like they're never truly moving forward (perhaps to put it another way they may feel like they're being held back from "getting to the good bits", whatever that may mean to them).
I find it difficult to reconcile the needs of these two hypothetical students (struggling and exceptional), let alone accommodating the whole spectrum of needs we may find in between. I'd love to get your thoughts on this since you seem to have dedicated a great deal to thinking about these kinds of issues.
P.S. A bit of background about myself: I am not a teacher, I am currently an undergraduate physics student. I don't know if I'll go into teaching after, but I certainly think about education quite frequently. This is why I've made plenty of use of the speculative "may" above since I haven't personally found myself in quite this scenario yet. The only experience I have in teaching mathematics so far is in the extremely informal setting of helping my peers where I can when they get lost. There's definitely a sense of gratification I get in the moment where clarity manifests itself in their expression, it helps me feel like I really do know what I'm talking about. Who knows, maybe this sense of gratification I get will inevitably push me to pursue teaching sometime down the line!
This is a great question. Unfortunately, there's no easy answer for how to balance the pace to account for both struggling and exceptional students. Practically speaking, if the environment allows for it, perhaps one good thing to do would be to give the exceptional students opportunities to present/teach key aspects of the lesson to the class. This would have to be done carefully to avoid creating an obvious cultural split between "good" and "bad" students in the classroom. However, keeping gifted students engaged by allowing them to share their insights is usually beneficial to all. Thanks for your comment!
Errant was here