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Isn't it important to at least know the basics before accelerating...?

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How do we support administrators in developing new context and conversations about planning and curriculum use?

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How do we support administrators in developing new context and conversations about planning and curriculum use?

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How do you balance accelerated learning so that the students get the benefits of it but don't feel behind in an active classroom setting?

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How do you balance accelerated learning so that the students get the benefits of it but don't feel behind in an active classroom setting?

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when are we supposed to meet with these students?

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when are we supposed to meet with these students?

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What does accelerated learning look like in a classroom setting?

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What does accelerated learning look like in a classroom setting?

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how do you know that you are not overloading students when you use accelerated learning?

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I like how it's not a punitive measures and will afford students that may be missing important skills to have a leg up on others

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Challenges it-- I tend to think it's important to overcome gaps, but maybe some of those can be overlooked if they're not relevant to grade-level material and skills.

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where are the distinctions between acceleration and pre-teaching? How does one make that visible to a new teacher?

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where are the distinctions between acceleration and pre-teaching? How does one make that visible to a new teacher?

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It seems to go against common sense to move ahead when the foundation hasn’t been established yet.  It seems counterintuitive.

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How do school schedule the pre-teaching, especially high schools???

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How do teachers balance acceleration with teaching reading skills to students who need it?

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How do teachers balance acceleration with teaching reading skills to students who need it?

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Can accelerated learning be seen as asynchronous learning?

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How can we accelerate without the basics?

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How can we accelerate without the basics?

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if teachers aren't using screeners how do we support them in identifying gaps?

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if teachers aren't using screeners how do we support them in identifying gaps?

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It is helping me to understand how to deal with learning loss and where to pick up.

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It is helping me to understand how to deal with learning loss and where to pick up.

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What happens when the blocks aren't there to build upon? 

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What happens when the blocks aren't there to build upon? 

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What do we do for students who are not yet literate in their native language, let alone English... Or students who are at the 1st or 2nd grade level in math but in high school...

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It seems this process of "preteaching" can actually set up the stage to address any gaps needed to learn the new content and to do so in a smaller setting.

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If foundational skills have not been mastered, how does accelerated learning support a student that requires foundational skills.

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If foundational skills have not been mastered, how does accelerated learning support a student that requires foundational skills.

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Are there times remediation is still important? How do we distinguish when it's appropriate to use either?

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I think this could provide a good chance for students to almost be an assistant teacher when new concepts are introduced, something they might not have experienced before!

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I think this could provide a good chance for students to almost be an assistant teacher when new concepts are introduced, something they might not have experienced before!

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What are some research based strategies / teacher practices teachers can use to help with accelerate learning?

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What are some research based strategies / teacher practices teachers can use to help with accelerate learning?

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Can accelerated learning be incorporated into a credit bearing class or is it separate and outside of class?

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Previewing learning as a strategy is something I am familiar with. This sounds a lot like that.

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Previewing learning as a strategy is something I am familiar with. This sounds a lot like that.

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What does Accelerated Learning look like in a classroom with SWD?

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Is this something that has been tested and proven affective?

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Seems contradictory to what it really is

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Learning the importance of accelerating 

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Learning the importance of accelerating 

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Accelerated learning challenges my understanding of how to help students. Typically I thought that we had to work on their previous skills, but this expands my understanding of how to help students by giving them and myself options. Michael Pena Onega

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I am excited to learn about the just in time scaffolds.

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I am excited to learn about the just in time scaffolds.

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I appreciate how accelerated learning uses scaffolds to support grade-level learning. I look forward to learning more about "just-in time" scaffolds. 

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I appreciate how accelerated learning uses scaffolds to support grade-level learning. I look forward to learning more about "just-in time" scaffolds. 

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It is important to address gaps. I'm very interested in accelerated learning

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It is important to address gaps. I'm very interested in accelerated learning

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It's important to have formative data on students prior to delivery of instruction in order to think about appropriate entry points.

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I tend to share the same sentiment. Students should not go ahead until they have mastered the foundation or the prior information.

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I tend to share the same sentiment. Students should not go ahead until they have mastered the foundation or the prior information.

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I am wondering about scheduling- How do you fit it in?

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I am wondering about scheduling- How do you fit it in?

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From what I can tell, accelerated learning supports the notion that we should incorporate more of the reasoning and theories behind mathematics when we are teaching it to our students.

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I wonder how the skill and knowledge gaps are able to be filled, simultaneously, as students work on grade level content.

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I wonder how the skill and knowledge gaps are able to be filled, simultaneously, as students work on grade level content.

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Learning how to scaffold material for student needs