Stretching Our Own Pedagogy in Guided Math Lessons

Posted on February 10, 2010. Filed under: Differentiated Instruction, During the Guided Math Lesson | Tags: , |


Recently in a conversation with my friend Christine Mulgrave-King, she talked about “stretching our pedagogy.”  I like this term because it brilliantly provides a metaphor for what we do when we differentiate instruction.  We must continually “stretch our pedagogy” if we want to reach all of our learners.  We must “stretch our pedagogy” if we want to make sure that students are learning in their zone of the proximal development.  We must “stretch our pedagogy” if we want to move all of our students to their next level of learning. Guided math provides us the perfect platform for “stretching our pedagogy,” requiring that we (the teachers) reach way down and come up with different ways (research based instructional strategies) to teach the concepts so that the ones who aren’t getting it finally do and the ones who are getting it, get something new!

Make a Comment

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Liked it here?
Why not try sites on the blogroll...

%d bloggers like this: