Today, I'm attending the first of two scope and sequence meetings. Today we'll review the math scope and sequence.
Is a scope and sequence document an important tool?
I believe that having a "loose-tight" scope and sequence is essential for a working team. At the elementary level our aim is to provide students with a strong foundation of concept, knowledge, and skill. Our new standards provide us with a guiding sequence of concepts, knowledge, and skill--essential standards for life-long learning. If we share a "loose-tight" plan for teaching the standards, we will be better able to implement strategies and schedules to share materials, craft, and approach. "Loose-tight" is important because we are teaching students first, and they might need more or less time with varying standards.
Why a spring scope and sequence meeting?
Teachers often do a lot of reading and thinking over the summer months. Creating, refining, or reviewing a scope and sequence plan in the spring gives teachers a document to digest and develop over the summer months with reading, research, and study.
Is a scope and sequence only standards-based?
It is essential that the standards are embedded in the scope and sequence, but the scope and sequence should not reflect the grade-level standards alone as there needs to be room for remediation and enrichment. Also, when possible, the standards should be embedded into worthy learning design that reflects students' interests, the learning community's needs, and context.
Is the scope and sequence a working document?
The scope and sequence should be seen as a working document rather than a static piece of information. The changing learning landscape, tools, and efforts will impact the scope and sequence regularly. Hence, the scope and sequence is a guide not a rule.
As I listen to the participants describe and explain the scope and sequence priorities and parts today, I'll take lots of notes. I hope to mostly note the resources available to teach each standard. I will be thinking about the diversity of students too, and how we can meet the needs of all. Further, I'll note areas where I can strengthen my repertoire and effect with regard to mathematical understanding and teaching.
I'm delighted that our system put aside the time to discuss and create a guiding scope and sequence. I look forward to the learning and collegiality ahead.
