# data[].attributes.body
Understand, Diagnose and Take Action! I will keep these steps in my mind as I make lesson plans and teach my students this year.

# data[].attributes.body
Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t have yet.

# data[].attributes.body
There is no one program or solution to approach unfinished learning. It is important to identify the gaps and fill them as best you can.

# data[].attributes.headline
MJ 5                          Understand, Diagnose and Take Action!        

# data[].attributes.subject
MJ 5                          Understand, Diagnose and Take Action!        

# data[].attributes.headline
MJ5.    I am surprised - as was the author - that "cases where lack of the most critical prerequisite understanding actually prevents access to grade-level content are rare."

# data[].attributes.subject
MJ5.    I am surprised - as was the author - that "cases where lack of the most critical prerequisite understanding actually prevents access to grade-level content are rare."

# data[].attributes.body
identify the gaps, and work to fill them

# data[].attributes.body
In short, take the time before each unit to try some of the problems on your own and anticipate what prerequisite skills students need for this unit. Then assess what unfinished learning or "holes" students in your class have in their learning. This could be addressed with learning support meant to "plug" these learning "holes" in small group work. This could also be addressed by stopping the learning and going back and reteaching the prerequisite skills needed. This would be done as a whole class.

# data[].attributes.body
Not all unfinished learning should be treated the same way

# data[].attributes.body
Not all unfinished learning should be treated the same way

# data[].attributes.body
Unfinished learning is a term used to describe the knowledge or content gaps students still have from previous grades.

# data[].attributes.body
The term focuses on action to take not on student deficits. There are major standards that need to be focused on to assist student in accessing the current grade curriculum.

# data[].attributes.headline
the terminology "unfinished learning" - inspires action

# data[].attributes.subject
the terminology "unfinished learning" - inspires action

# data[].attributes.headline
Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t have yet.

# data[].attributes.subject
Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t have yet.

# data[].attributes.body
Understand what is needed/expected at the grade level, gather data on students, and strategically plan how to implement missing skills along side the new skills required for that grade level.

# data[].attributes.body
The term "unfinished learning" itself is what stuck with me. I prefer it over other terms that seem negative.

# data[].attributes.body
Knowledge or skills that students don't have yet that they need for future work/moving forward.

# data[].attributes.headline
Best practices to address are to gather the understanding of  each student's need to access grade level.  Next, it is important to diagnose correctly for each students needs.

# data[].attributes.subject
Best practices to address are to gather the understanding of  each student's need to access grade level.  Next, it is important to diagnose correctly for each students needs.

# data[].attributes.body
Follow up with the action. MJ-DA

# data[].attributes.headline
MJ- DA"It is any prerequisite or skillss that students need for the future that they don't have yet."

# data[].attributes.subject
MJ- DA"It is any prerequisite or skillss that students need for the future that they don't have yet."

# data[].attributes.headline
The three step process and being able to diagnose the student's needs.

# data[].attributes.subject
The three step process and being able to diagnose the student's needs.

# data[].attributes.body
MJ-DA

# data[].attributes.body
When "plugging holes", not all unfinished learning stops students from moving forward in grade level content.

# data[].attributes.headline
IF-5 The workshop model - differentiated instruction- understand, diagnose, and take action. 

# data[].attributes.subject
IF-5 The workshop model - differentiated instruction- understand, diagnose, and take action. 

# data[].attributes.headline
IF-  Concepts that students have not yet mastered. It is information & skills that needs to be addressed before they can move on. 

# data[].attributes.subject
IF-  Concepts that students have not yet mastered. It is information & skills that needs to be addressed before they can move on. 

# data[].attributes.body
Frontloading is not necessary. Teach when teaching content.

# data[].attributes.body
The skills/standards students have missed that create a gap that needs to be addressed before continuing deeper understanding.

# data[].attributes.body
The "gap" of learning that children have not covered or learned.

# data[].attributes.body
Skills/standards that students have not mastered and need to be taught or reviewed.

# data[].attributes.body
Unfinished learning is learning that has not been completed and needs to be reviewed.

# data[].attributes.body
UDTA
I think you cannot move forward without giving the students what they need to build understanding. We challenged with both natural "gaps" and now "virtual" gaps.

# data[].attributes.body
Learning that has yet to be complete.

# data[].attributes.body
The "gap" of learning that children was not covered or learned.

# data[].attributes.body
One quote that resonated with me was "In these cases, teachers will need to “close the bridge” before moving ahead with grade-level content so students can access new material in a meaningful way."

# data[].attributes.body
That we need to meet the students were they are currently.

# data[].attributes.body
Understand, Diagnose, Take Action

Differentiated instruction

# data[].attributes.body
Differentiated instruction, small groups, and strategy groups. It is important that we are individualizing instruction and use data to drive the instruction.

# data[].attributes.body
Unfinished learning is any concepts that the student has not yet mastered.

# data[].attributes.body
Unfinished learning is learning that is needed in order to move on to next set of learning skills.

# data[].attributes.body
The workshop model, differentiated instruction, understand -diagnose and take action.

# data[].attributes.body
Concepts that students have not yet mastered. It is information they they will need in order to move on.

# data[].attributes.body
"I prefer unfinished learning because it seems to inspire action rather than focusing on student deficits."

# data[].attributes.body
What resonated with me was that it is far more common are situations where students can both engage in grade-level content and fill gaps simultaneously.

# data[].attributes.body
Exact Path can be helpful with this moving forward.

# data[].attributes.body
Unfinished learning used to be called "gaps" or "deficits." It is learning that is needed to move on to the next level.

# data[].attributes.body
I prefer unfinished learning because it seems to inspire action rather than focusing on student deficits.

# data[].attributes.body
Necessary skills that students are lacking and preventing them from moving onto the next level.

# data[].attributes.headline
"I prefer unfinished learning because it seems to inspire action rather than focusing on student deficits."

# data[].attributes.subject
"I prefer unfinished learning because it seems to inspire action rather than focusing on student deficits."

# data[].attributes.body
IF Resource Team

# data[].attributes.headline
We can continue the curriculum while addressing unfinished learning.

# data[].attributes.subject
We can continue the curriculum while addressing unfinished learning.

# data[].attributes.body
The language shift from using the negative term gap to something more positive like unfinished learning.

# data[].attributes.headline
Use the data you have to plan lessons for what students need.

# data[].attributes.subject
Use the data you have to plan lessons for what students need.

# data[].attributes.body
Kristine Rosa

# data[].attributes.body
Figure out what areas in the current curriculum need the prior knowledge and which ones do not when planning.

# data[].attributes.body
understand the demands of the standards

use data you already have to diagnose student understanding in order to save yourself time

let data be your guide as you take action – with whom, when, and on what

# data[].attributes.body
Listen to students, get to know them as learners and people- and know your curriculum & standards (understand), then pay attention to what your students can do, as well as to what skills or concepts are not secure yet (diagnose), leverage strengths and build from where your student currently is successful towards their next steps in learning.

# data[].attributes.body
All students can have unfinished learning, but not all students are stopped from moving forward because of it.

# data[].attributes.body
Understand, diagnose and take action

# data[].attributes.body
Learning still to come

# data[].attributes.body
We need to meet students where they are.

# data[].attributes.body
I prefer unfinished learning because it seems to inspire action rather than focusing on student deficits.

# data[].attributes.body
Understand, Diagnose, Take Action

# data[].attributes.body
Knowledge and skills a student needs, but they do not have them yet.

# data[].attributes.body
Unfinished learning is the set of knowledge or skills that students lack or are missing which are needed in the future.

# data[].attributes.body
Understand, diagnose, and take action

# data[].attributes.body
Learning that never happened

# data[].attributes.body
“There is no one program or solution to catching kids up who are several years behind.  Instead, it takes deep content knowledge, increased time, and strategic planning to meet students where they are and accelerate their path forward.”

# data[].attributes.body
Understand, diagnose and take action.

# data[].attributes.body
Learning that has not happened yet.

# data[].attributes.body
"common are situations where students can both engage in grade-level content and fill gaps simultaneously" ... very true, but oh so challenging to manage

# data[].attributes.body
What resonates with us is that we must plug holes rather than stop traffic. Teachers should provide students with scaffolds to complete the necessary tasks after understanding and diagnosing the unfinished learning.

# data[].attributes.body
Understand, diagnose, and take action to meet students where they are.

# data[].attributes.body
An effort to really find out where they are

# data[].attributes.body
Learning that never got to happen

# data[].attributes.body
Meet the kids where they are now.

# data[].attributes.body
Knowledge or skills that students need but they do not have yet, and action is required to help them develop those skills.

# data[].attributes.body
"Teachers will need to “close the bridge” before moving ahead with grade-level content so students can access new material in a meaningful way."

# data[].attributes.body
Personalized Learning - differentiated paths

# data[].attributes.body
Best practices to address unfinished learning are to understand, diagnose, and take action. We can enter these steps at any point and can cycle between them as we address the unfinished learning of our students.

# data[].attributes.body
Unfinished learning refers to any prerequisite knowledge or skills that students need for future work that they don’t have yet.

The term inspires action rather than focusing on student deficits.

# data[].attributes.body
"There is no one program or solution to catching kids up who are several years behind.  Instead, it takes deep content knowledge, increased time, and strategic planning to meet students where they are and accelerate their path forward."

# data[].attributes.headline
I found the quote to think "Is the bridge truly up?"  Then  decide the instruction.  Having the tools of assessment and diagnostic assessments thru Exact Path I feel it will help us to see the whole picture for each student and a class as a whole.

# data[].attributes.subject
I found the quote to think "Is the bridge truly up?"  Then  decide the instruction.  Having the tools of assessment and diagnostic assessments thru Exact Path I feel it will help us to see the whole picture for each student and a class as a whole.

# data[].attributes.body
BC 2nd Grade

# data[].attributes.body
We need to understand first, diagnose, and then take action.

# data[].attributes.body
"There is no one program or solution to catching kids up who are several years behind.  Instead, it takes deep content knowledge, increased time, and strategic planning to meet students where they are and accelerate their path forward."

# data[].attributes.body
Prerequisite knowledge/skills needed for future learning.

# data[].attributes.body
" At the time, I felt like I had to choose between two pathways — to move forward with grade-level work despite students’ gaps or halt grade-level instruction to build prerequisite knowledge.

Neither of these would provide equitable learning for my students."

# data[].attributes.body
As a team, what really stood out to us was that, "Not all unfinished learning has the same effect on students’ ability to access grade-level content." We discussed how we may need to spend more time with certain students or groups and differentiate our instruction based on their academic needs.

# data[].attributes.body
"I’ve been surprised to see that cases where lack of the most critical prerequisite understanding actually prevents access to grade-level content are rare. "

# data[].attributes.headline
IF-5th                                    There are no silver bullets.  There is not just one solution or program to help students catch up.

# data[].attributes.subject
IF-5th                                    There are no silver bullets.  There is not just one solution or program to help students catch up.

# data[].attributes.body
Break apart the content into is the "bridge up" and we need to teach prior skills, or can we cross the bridge and provide supports (More time, more support, etc.)

# data[].attributes.body
There is no one program or solution to help students catch up.

# data[].attributes.body
"When possible, use data you already have to diagnose student understanding in order to save yourself time and avoid over-testing students."

# data[].attributes.body
We need to understand the standards, old and new; determine any gaps; and take action either in a whole class setting or in small groups.

# data[].attributes.body
Skills that students need for future learning that they do not have yet.

# data[].attributes.body
We need to understand, then diagnose, then take action.

# data[].attributes.body
Prerequisite skills students may need to move forward.

# data[].attributes.body
When "plugging holes", not all unfinished learning stops students from moving forward in grade level content.

# data[].attributes.body
It takes deep content knowledge, increased time, and strategic planning to meet students where they are and accelerate their path forward. IFS-TB

# data[].attributes.body
Understand - Diagnose - Take Action
CA - K

# data[].attributes.body
"Teachers will need to “close the bridge” before moving ahead with grade-level content so students can access new material in a meaningful way." Students need to fully understand a concept before applying it and using it successfully, and then building upon it. It's our jobs to check for understanding before moving on.
CA - K

# data[].attributes.body
Unfinished learning refers to the skills that students will need for future learning activities, but do not already have.
CA - K

# data[].attributes.headline
any prerequisite knowledge or skills that students need for future work that they don’t have yet.

# data[].attributes.subject
any prerequisite knowledge or skills that students need for future work that they don’t have yet.

# data[].attributes.body
Previously,  called a gap or weakness.