When I first took over my integrated math class in November, students were deep into exploring linear equations and slope. I led them through several different activities that involved real-world scenarios, but after giving them a quiz that assessed their computational skills and seeing their poor results, I realized that I had not given them enough practice with the skills-based content. Since then, I tried to find a better balance between conceptual exploration-based activities and skills-based activities.

This change in my lesson structure changed my expectations for my students’ learning. I wanted my students to grow to prioritize mastering both the concepts and skills associated with a topic, instead of feeling content with just understanding one. I wanted them to see the connection between those two different aspects and how they can be used in tandem to deepen their understanding. Through working with my students on those learning goals, I grew immensely as a teacher as well.