Do the “I” and the “D” make the RaPID model group-size dependent ?

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    Dominique BODIN

    I’m currently studying the Unit 2 and I came across the first example of the RaPID model in real condition with the J.MIGHTON’s Perimeter lesson.
    One of the corner stone of the RaPID model is to assess frequently each and every student’s understanding.
    But if it seems quite manageable with a small group size (15 to 20 students) I’m wondering how I may do so with a group of 31 11yo students (with only four 55min session a week).
    Personal whiteboard may allow at a glance (but still 31 whiteboards…) to detect some misunderstanding (even if some may write the same thing than the student next to them) but aren’t very convenient, and some other tools like Plickers are time consuming and the lesson tends to bog down during the scanning time.
    Any idea ? And what to do if let’s say only 6 of the 31 students show constant misunderstanding ?
    Have a nice day,

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