Stretching Our Own Pedagogy in Guided Math Lessons
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!