Rollins (2014) suggests using a TIP: “a continually growing anchor wall chart that includes vocabulary terms, information on those terms, and pictures of the terms.” This is a fairly common practise, especially in elementary classrooms. Reading this, however, gave me the idea of creating this as a digital space which students can co-create and edit. The results could be projected or otherwise displayed, but also accessible through a classroom website. The space would be accessible throughout the unit and even after, so that it would have a chance to be a living reflection of student learning, and students could use the product to help prepare for summative evaluation.
In the book Learners in the Fast Lane: 8 Ways to Put All Students on the Road to Academic Success, (2014) Rollins’ suggests that students who have fallen behind should be accelerated rather than remediated. This means that students should be provided with timely instruction in skills that that will be immediately useful in upcoming units and lessons. This gives students a chance to practise these skills in a meaningful context, and also provides the schema necessary to engage meaningfully with new material.
The question that comes to my mind when I read this – and I hope this will be answered as I get into the book – is when is this instruction to take place? If it takes place before the unit starts, then does it take place during the previous unit? If so, would it be confusing for struggling learners who may need the extra time and attention to complete the unit that their class is currently working on?
This is a very intriguing concept, but the details of implementation would need to be worked out very carefully, and would require a great deal of collaboration between the classroom and resource teachers, and likely between same-grade classroom teachers as well.