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教师之声：学区范围内的课程和小组指导帮助我的高需求学区扭转了初中数学成绩
当我教中学数学时，作为一名教师，我最糟糕的日子就是坐在不舒服的自助餐厅桌子旁，看着有人费力地浏览 PowerPoint，介绍课堂管理或学生参与的策略。和学生一样，教师通过实践学习效果最好；长期以来的研究表明，主动学习会更有效。 […]《教师之声：全学区课程和小组指导帮助扭转我的高需求学区的中学数学成绩》一文首先出现在《赫钦格报告》上。
来源:The Hechinger Report当我教中学数学时，作为一名教师，我最糟糕的日子就是坐在不舒服的自助餐厅桌子旁，看着有人费力地浏览 PowerPoint，介绍课堂管理或学生参与的策略。
和学生一样，教师通过实践学习效果最好；长期以来的研究表明，主动学习会更有效。 The ineffectiveness of our training was compounded by the fact that, in my school district, Brockton Public Schools, near Boston, we did not have a math curriculum, so classroom instruction was disjointed.
结果，我们学生的数学成绩持续下降。然后新冠病毒袭来。到 2021 年，只有 12% 的中学生达到或超过马萨诸塞州综合评估系统 (MCAS) 的数学期望。
When I became the middle school math and science curriculum coordinator in 2021, after teaching in the district for 13 years, one of the first things we did was adopt a core math curriculum for all middle schools.我们向教师的推广非常活跃。 For every classroom in grades 6-8, we delivered in-person professional learning that invited teachers to experience math content just as their students would.
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Of course, that didn’t guarantee our teachers would use the curriculum, so we carved out daily common planning time and had every grade-level team sit down together to discuss what students would learn. We reviewed how students would be assessed, how teachers could support all learners — including students with disabilities, underserved populations and multilingual learners — and how the teachers would work with student groups.
老师们一开始持怀疑态度。有些人告诉我，“我的学生不会分组学习”，或者“他们不会谈论数学。”
改变并不总是那么容易，即使是在需要的时候。但如果我们能做到，任何地区都可以。