The Definition of Adaptive

big-math

Posted by on December 20, 2016

By Ms. Nelson

The Upper Elementary (ages 9-12) math curriculum at Benedicite is the very definition of adaptive. Each child learns at his or her own pace and moves on from a concept only once they have practiced the skill in a number of ways and demonstrated an understanding of the concept. The method of demonstration is handpicked by the student from the multiple intelligences. There is no strict timetable, no assumptions—only an assessment of where the child is, a determination what work choices would serve the child in acquiring the skill at hand, and the crafting of an individualized plan.

This is an adaptive program that at its core is designed to prevent gaps, and just as importantly–to be engaging. Children aren’t just acquiring skills and filing them away in this program. Each child has the goal of a real life application project that is the culmination of the understanding and acquisition of a predetermined set of skills that are needed to complete that project. So not only are they practicing and acquiring individual skills, those skills are then being reinforced by putting them into action. These projects also serve to satisfy the two common questions often heard by students.

Why do I need to know this?

When will I ever use this in the real world?

Upper Elementary is such an integral phase of acquiring skills and knowledge that will serve as building blocks for other big math down the road. If even one gap developed and was not discovered, it could block the child from moving forward. Facilitating the mastery of new skills, preventing gaps, engaging, and building confidence in the child’s ability to do math; thus is the goal of the Benedicite math curriculum.

Read more about the case for adaptivity:

The Toxic Butterfly Effect of School Mathematics

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