Class Comeback

As students and staff alike adjust back to in-person schooling, teachers have discussed and devised new ways to bring the Algebra II students back up to speed, from remediation strategies to creative video projects. 

“We understand that things may feel inconsistent,” said the math department email. “Please know that every change has been made in an effort to reinforce either foundational standards or algebra II standards, and to give students additional opportunities to demonstrate concept mastery.”

One of these additional opportunities is unit test retakes, which are offered to any student who scores below 80%. In Riddle’s class, he’s trying to add in as much “spiraling” as possible, a technique that builds in continuous review of old concepts. Allen and other teachers have also begun allowing students to create “brochures” that summarize each unit and can be used in upcoming unit tests.

“As teachers we understand that things are difficult, and especially in difficult classes we want to support our students,” said Riddle. “If there’s something we can help with as teachers, let us know so that we can make adjustments–that’s what teaching’s all about, changing what we’re doing to make sure that it fits and helps every student that we have.” 

In the past year, he and Allen both launched YouTube channels, to which they post videos on specific homework problems that gives students another avenue to access more math guidance. The videos also act as a form of reassurance to students that their teachers are completing the same homework problems as them and understand their workload. 

“Something positive that came out of remote learning was that I started making videos for every single lesson that we teach,” said Allen. “This year we obviously present the lesson to the students, but then after they can go back and rewatch the video, which was never really an option before.”

Students can also take advantage of Amador’s robust peer-tutoring program to catch up in maths. A March study published by the National Bureau of Economic Research recommends using “high-dosage tutoring,” as in almost daily tutoring, which they found can help students learn two to three times as much as their classmates, and foster more inter-student collaboration. 

“Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. They develop skills in organizing and planning learning activities, working collaboratively with others, giving and receiving feedback and evaluating their own learning,” said Professor David Boud in his book Peer Learning in Higher Education: Learning from and with Each Other. 

Students in the Algebra II course also came up with their own methods to ace the class. Some found their own tutors. Others decided to self-study ahead. But Attia believes the most simple but effective way to improve is to ask for help from one’s teacher.

“I go to [my teacher] a lot after school to get help,” said Attia. “Reach out to your teacher–that’s the only way to get better at math.” 

Although it took some time, the Algebra II classes are gradually getting back on their feet, and the average scores have begun to rise. For Riddle, rather than being a cause for concern, this case signifies the wide potential his students have to succeed and overcome the difficulties from the pandemic. 

“I’m not really concerned as far as excited for where [my students] are going to head, because overall they’re capable of being successful in their classes and I’m here for them if there’s anything to help them along the way,” said Riddle.