will analyze strengths and weakness in mathematical processes as directly
related to spiral learning.
• Participants will collaborate with like-subject instructors to narrow down
more specific skills for their individual content to help retention.
• Participants will help students apply foundational mathematical skills in
• Participants will review, as a collective group, the foundational skills
needed to be successful in Algebra I, Geometry, and Algebra II.
• Participants will reflect on research-based practices and their own
instructional practices in order to increase effectiveness and understanding
of time management within the classroom.
1. Reflections on
New Learning (Describe the information sharing or collaboration options your
participants will engage in as evidence of reflection upon the session
• Weekly meetings as a PLC and individual content areas: Teachers in the math
department will meet regularly to share progress of spiral learning, both
successes and frustrations. In sharing successes and struggles, teachers are
encouraged to ask questions and search for evidence/research to propel the
work (i.e. What do we do with students who lack to motivation to retain
information? Would it help to provide a list of required topics in advance?)
• Another part of reflection will involve looking at student performance and
analyzing what makes them effective for learning, what their mistakes are
telling us. Each teacher will collect evidence of student growth in the area
of spiral learning by choosing 3-5 students to track and monitor growth;
teachers will also reflect on the correlation of this skill with academic
achievement. At the end of this semester, teachers will share with their
cross-content colleagues at a staff meeting -- share their approach, their
strategies, and their successes.
2. Application of New Learning: (Describe what participants will be asked to
do to show evidence of application of the session content to their work).
• Math teachers will implement various types of spiral learning through
assessments, reassessments, classroom reviews, and daily lessons. In this
process, teachers will identify power standards to be reviewed within each
core subject area. These standards will be identified and aligned within the
curriculum during our PLC meetings. Teachers will meet monthly to review
student work and chart growth.