Teacher: So, if all the angles in a triangle equal 180 degrees, if one of the angles of the angles changes, then at least one other angle needs to change as well because the total degrees always remains the same.
Student: Wait, can you slow down? I don’t understand that last thing you said.
Teacher: Ok, which part didn’t you understand?
Student: The changing part.
Teacher: Sure, let’s go over this again…
There are many ways to deal with struggling students. Among them are: teachers can break down the information into bite size pieces in class, teachers can slow down the pace of their class, students can work with peer partners, or students can get outside help before or after school. Within our schools, we often have “resource rooms” or “learning centers” in which struggling students are supported.
There is a debate within educational circles today as to whether resource rooms or learning centers should remediate or accelerate. Let’s explain.
Remediation is the process by which students fill in “the gaps” in their learning. It is “the correction of deficiencies.” The assumption is that children need to fill in those gaps in order to learn the new material. For example, if a student is evaluated as weak in fourth grade math, he might be given remedial instruction in third grade math to go over those basic math skills. The problem with this method is that while he is attempting to learn third grade math, he is missing out on fourth grade math. And, when he gets to fifth grade, he will need to repeat the process again. This creates children who are defeated (and bored!) by a system, feeling as if they will never get anything right.
Acceleration focuses on the present. What are the students learning this week? “Rather than concentration on a litany of items the students have failed to master, acceleration readies students for new learning. Past concepts and skills are addressed, but always in the purposeful context of future learning.” A key step in acceleration is to introduce new vocabulary, or terms that will come up throughout the new unit.
For acceleration to work, teachers need to know exactly what they want their students to know at the end of the unit. And, before the unit begins, the accelerated group would gain an understanding of:
the unit’s relevance to their own lives and the world around them
new vocabulary or terms
basic skills required to understand the concept
new skills required to understand the concept
the end result of where the unit is going
This format of acceleration requires teachers to rethink instruction because for the first time, the students who are falling behind are getting the acceleration, rather than the students who are already ahead.
The following chart, created by two prominent educational researchers in 2011, lays out the differences between remediation and acceleration.
| Acceleration | Remediation | |
| Self-efficacy | Self-confidence and engagement increase.
Academic progress is evident. |
Students perceive they’re in the “slow class.”
Backward movement leads to a sense of futility. |
| Basic skills | Skills are hand-picked just in time for new concepts.
Students apply skills immediately. |
Instruction attempts to reteach every missing skill.
Skills are taught in isolation and not applied to current learning. |
| Prior knowledge | Key prior knowledge is provided ahead of time, enabling students to connect to new information | Typically does not introduce prior knowledge that connects to new learning. |
| Relevance | Treats relevance as critical component to student motivation and memory. | Relevance is not seen as a priority. |
| Connection to core class | Instruction is connected to core class; ongoing collaboration is emphasized. | Instruction is typically isolated from core class. |
| Pacing and direction | Active, fast-paced, hands-on.
Forward movement; goal is for students to learn on time with peers. |
Passive, with focus on worksheets or basic software programs.
Backward movement; goal is for students to “catch-up” to peers. |
Making Acceleration Work
While acceleration is intuitive, it does take time to set it up within the framework of the classroom. First, the students who need acceleration need to be identified. Once they are identified, teachers should follow the steps below to successfully implement acceleration in the classroom:
- Generate Relevance and Curiosity
This step, generally done in small groups or pairs, is intended to help students get excited about the “big idea” of the unit. Students can play games related to the major concept or tackle real world problems.
- Clearly Articulate the Learning Goal
Step two is easy, as long as the teacher is aware of the learning goal! It simply requires the teacher to refer back to the real-world game that was played in step 1, and say something like, “What we just explored is actually part of the idea we will be learning about…”
- Practice Essential Prerequisite Skills
With the final goal in mind, the teacher should be aware of the important skills necessary to get to the goal. Those skills should be introduced and practiced, while referencing their use later in the unit.
- Introduce New Vocabulary and Review Prior Vocabulary
As mentioned earlier in this article, vocabulary is a key part of acceleration because it allows students to grasp the new concepts without struggling through language that is incomprehensible.
- Dip into the New Concept
When those in the accelerated track are “ahead” of their classmates and have done some minor work in the new concept, they will gain self-confidence. Therefore, give the students a chance to work a little on the new concept.
- Conduct Formative Assessments Frequently
Formative Assessments are simply non-graded tests, quizzes, exit papers, oral questions or other ways that teachers can check on the students’ understanding of a concept before the unit is over. Frequent formative assessments will help teachers recognize when a student is not mastering a concept.
Why not remediate?
Remediation is a lot more comfortable than acceleration both for teachers and students. With remediation, teachers don’t need to plan that far in advance and can simply work responsively to what the students are missing. And, with remediation, students don’t need to be challenged with new material when working with their learning center teachers. But, research has shown that the advance planning and prepping associated with acceleration is extremely beneficial to students. I advocate for acceleration – both in and out of my office. Let’s work together to give our students the confidence to excel in their classroom environments.