Adapt ERWC pacing by combining activities and supplementing with teachers' own materials¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Teachers who found the course pacing challenging made modifications: they were "able to make some modifications to the curriculum by combining activities," and other teachers reported "supplementing ERWC with their own instructional materials." This adaptation strategy kept the course deliverable within real classroom schedules.

Design Implications¶

Context¶

Requirements¶

• Teachers need discretion to combine activities and add their own materials when course pacing is challenging.

Constraints¶

• Some teachers reported challenges related to the pacing of the course.

Target Learners¶

• 12th grade English teachers implementing ERWC

Target Learning Goals¶

• sustained implementation of the ERWC curriculum

Claims¶

• In the grade 12 quasi-experimental evaluation, there was no statistically significant difference in achievement between ERWC and comparison students for either the Non-PT ICA or the PT ICA sample [~M] (the grade 12 course this adaptation was made in showed no significant achievement difference)

Related Strategies¶

Examples¶

• ERWC: the course whose pacing teachers adapted

Key Sources¶

• Expository Reading and Writing Course (ERWC). (2015). https://eric.ed.gov/?q=Expository+Reading+and+Writing+Course