Module 6: Accelerating Learning for Under-Performing Students
TIMING: You’ll spend a minimum of 3 weeks in this module after completion of Lesson 1. Watch video to end.
By the End of this Module…
You will learn to leverage three specific areas of the CHEW components of the Ready for Rigor instructional frame to provide specific and targeted support to cognitively dependent learners (rather than capable but compliant learners).
You will learn how to help students manage their academic mindset and stamina as a cognitive mediator through the wise feedback process.
You will deepen your understanding of how to coach dependent learners to actively build word wealth and use it in academic conversation to grow their ability to carry the cognitive load.
LESSONS IN THIS MODULE
OVERVIEW
In Module 5 we went deep into the CHEW area of the lesson redesign template. We established that truly responsive instruction is enacted here, rather than in the Input (Chunk) phase of instruction. We determined that “culture” was a combination of funds of knowledge and collectivist learning principles used to scaffold learning toward productive struggle.
Throughout Module 5, you were introduced to a variety of tools for reshaping the flow of teaching and learning, so that you are scaffolding for stretch and cognitive growth — not just access to the content. In addition, we talked about ways to restructure talk structures so that you have the chance to get in close with students.
An important point about the focus of Module 5 – those structures and practices are designed for everyone in the class. Yet there are times when we need something extra to give our most struggling learners a boost, that doesn’t involve over-scaffolding, but more intense coaching around three enabling cognitive skills – word wealth, cognitive routines, and thinking dispositions.
Module 6 focuses on these enabling skills – both for you and for the student you are concerned about. Remember; Stage 2 is about closing the knowing-doing gap. As a cognitive meditator, your task is to get the dependent learner to do a new thing – employ new moves, increase their meta-strategic capacity, and internalize cognitive routines so they become cognitive structures that shape the way their brain processes new information.
Being successful using the content in Module 6 requires that you’ve done the restructuring required in Modules 2, 3, and 5. Helping the lowest performing students requires more than strategies. It requires your expertise as a warm demander who is exercising care and push within these supportive structures.
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