When and How to Reteach
There is a tendency today, especially with older students, to not reteach. Yet sometimes the most effective approach to increase student learning is to stay with a topic until a student masters the skill or knowledge.
Given the rigor of Common Core, accommodations to create a student-centered classroom are essential to maximize learning for all children and youth, including students with disabilities, English Language Learners and the passive resistant learner. Yet even with scaffolded lessons and planning, the most effective preparation sometimes fails. This module will help teachers and principals make the important decision about when and for whom reteaching is appropriate and also offer ideas about how to present information the second or third time around. One aspect of reflecting on ways to assess students for readiness for reteaching concerns the student-centered classroom. Participants will learn about the techniques used to create student-centered classroom.
Teaching to mastery is a concept used in many practical aspects of life, so it using it in school can be an important addition, especially for foundational concepts and skills.
Reteaching may be warranted in order to try alternate teaching or learning strategies.
Reteaching needs to be considered in relationship to rigor, pre-requisite skills, student strengths, and overall progress in the curriculum.
Reem Labib, Suzan Mullane, Dr. Christine Mason
ABOUT SUZAN MULLANE
Suzan Mullane has over 20 years teaching experience, Pre-K-12. Ms. Mullane is an Adjunct Professor of Education at the University of Alaska in Anchorage, has been a school counselor and helped to develop and coordinate Anchorage’s STEM initiative. She is an expert in autism, gifted education and Special Education and has conducted numerous teacher workshops on those topics as well as at-risk youth, teacher mentoring, and STEM. In 2011 she received the North Star Service Recognition Award for her work with at-risk youth in Anchorage.
ABOUT REEM LABIB, M. ED.
Reem Labib, M. Ed., is an education consultant focused on school improvement and school reform efforts both in the United States and the Middle East. She has participated as a team member in school quality reviews for seven years, evaluating schools serving students in grades PreK-12. Labib holds a bachelor’s in psychology from The George Washington University and a master’s in education specializing in curriculum and instruction with a focus on multicultural education from George Mason University.