Lesson 4 – 7: How Long Should A Cycle Typically Take? – Discussion

[Tonya]

I like this idea of spiraling content, especially beginning with conceptual ideas then moving toward more abstract digit and symbols. However, I wonder how this will work in my district where I am expected to be teaching the exact content as other teachers on my team.

[CanDo Collins]

Hi Tonya,

This is precisely the issue that many of the teachers in my district are experiencing. Within my district, there are common summative assessments, which causes some teachers to think that they all need to be on the same page on the same day.

When I was in the classroom, I was able to incorporate spiraling through my bell ringers.  Additionally, I knew the curriculum well, because I had been teaching 8th-grade math for many years. This allowed me to preview and add future content as I thought it fit in.

In my current role as a teacher leader, I try to get my teachers to do spiraling.  However, I have found that they are unsure of how to incorporate spiraling into the curriculum.  They are stressed to make sure they cover each unit comprehensively and are unsure how to find the time to deviate.  

I believe that the teachers view the math in a more narrow scope because the administration scrutinizes student achievement on the individual unit assessments.  However, I think it is so important to realize that we are really instructing students for a lifetime rather than a unit.  I have learned through my own practice that spiraling is extremely beneficial to student deep acquisition of the skills.  

I’m sitting here trying to think of how I can support teachers as they start implementing spiraling into their teaching practice.

[Lisa Hudson]

I agree with you that many of us teachers view our work in a more narrow scope because of the assessment piece required by administration. I love how you stated that it is important to realize that we are really instructing students for a lifetime, not a unit.

[Barb Fleming]

My big take away as well was the great amount of time that needs to be spent on the concrete which sets students up before diving into more abstract tasks.

[Scott Cortez]

What I am taking away is Spiralling should be unexpected material students have covered. I remember when I was in school. Also, spiraling is not linear and will vary in time with each topic.

I am wondering, can the task from the site be used for Spiralling? or that too much?

[Lisa Hudson]

Scott, I like your use of the idea that spiralling should cover familiar content but with very “unexpected” materials. I agree with you that spiralling will not follow the linear path that most curriculums follow.

[Lisa Hudson]

A takeaway for me is that there are many ways to do your spiraling. I really like that Mary Bourassa used the concrete with visuals and graphs before she spiraled back to the abstract next followed by the abstraction of algebra for her next spiral.

Another takeaway is that is important to be intentional about the placement of tasks.

[Andy Neels]

I’m thinking it would be best to start spiralling right at the start of the year. Some of my students are going to panic having a little bit of each unit at the start of the year. Thoughts on starting in with just one unit for this year? Maybe start linear relations and spiral that for the year?

[Kyle Pearce]

That could definitely work. Maybe sprinkle in a few days of that unit in throughout the year? Especially if it is a unit that doesn’t directly connect or build on another unit.

[Kristen Mesaros]

I like the idea of spiraling pictorial, concrete, abstract thinking! This build a great foundation for the students.