Given the varied contexts in which teaching and learning will take place in the 2020–2021 school year, we cannot suggest guidelines for pacing that will be relevant for all educators. We can, however, recommend flexibility with pacing.
The challenges of changing learning settings will mean less focused instructional and learning time. Students will benefit from deep engagement and a thoughtful pace. As a result, teachers might not complete a full lesson each day or all four modules in the academic year.
It’s important to remember that flexibility is provided within the curriculum itself. On average, there are 110 lessons in each grade-level compared to an average of 180 instructional days in a school year.
When navigating the inherent flexibility provided by the curriculum, teachers should evaluate the questions students ask as well as the individual models they create to explain the anchor phenomenon. Take note of any misconceptions or knowledge gaps as well as ideas that students already grasp to guide learning throughout the module. By allowing students to drive the learning, teachers can respond to student work, allowing extra time if needed and addressing misconceptions in small or whole-group meetings as appropriate.