Navigate Individualized Instruction with the Compass Method

Classrooms are diverse spaces with increasingly differentiated student needs and abilities. Frequently teachers need to supplement student instruction with makeup work, online adaptive math practice, videos, and other resources. Whether it be high rates of student absenteeism, diverse student backgrounds, varying amounts of support from home, and other factors, we can expect this level of intervention and individualized learning to be the norm going forward. However this is a significant challenge for teachers. Lesson planning, collecting resources, and making those resources available to students during class takes a significant amount of work, and every day new resources and new student situations can mean this work can’t be automated or delegated. 

MathTrack recognizes this problem and designed an approach for handling a high level of individualized instruction while incorporating student choice to further personalize learning. We call this the Compass method, and it’s one of the tools we use to train teachers in our transition to teaching, bachelor's degree, and professional development programs. It also fits into the larger values that inform MathTrack Pedagogy.

Why a compass?

The compass is a navigation tool that helps you maneuver through unfamiliar territory by helping you keep track of the direction you are moving in. If you are going to successfully navigate this unfamiliar territory, you need to both trek forward, but also overcome obstacles along the way and keep track of your progress. If you get lost you may need to retrace your steps back to a familiar area. If you run into an impassable section, you may need to move in a different direction until you find a way forward.

When we are learning a new topic, we can tackle this journey in a similar way. It’s important to both push forward through practicing problems, but also use resources to overcome obstacles, and this is where the compass method comes in handy. It's designed to help students tackle the learning process semi-independently, making it easier for teachers to engage each student in the content most relevant to them.

The Compass Method

Each direction of the compass represents a different resource. In the given handout MathTrack has named 4 recommended options:

• Navigate the Textbook
• Watch a video
• Seek out Additional information
• Exchange knowledge

Students should be able to access each of these options independently, the expectation being that you only use one resource at a time, and you use that resource while you practice math problems. This was specifically intended to be used during individual work time, but it can be adapted to fit other classroom activities, such small group work. It also pairs well with the BEAR worksheet, another MathTrack resource which helps students tackle individual problems more deeply.

Along with this element of choice, there are specific instructions provided for each direction, giving students a guide for what it means to use that resource effectively, and the clear instructions give teachers something they can hold students accountable to. There are a few notable benefits to this approach:

• Students have options for how they can learn, which can give them a sense of control and belonging.
• Students actually learn how to use different kinds of resources effectively, which is an impactful way to teach valuable transferable skills.
• Students are given a framework for how to work through practice problems independently, freeing up the teacher to focus on other priorities in the classroom, such as MTSS Interventions.
• Teachers control what resources are available and how they expect students to use them, giving them a consistent framework for preparing for class that is still flexible and adaptable.
• Teachers can facilitate a classroom in a consistent way while still differentiating student instruction and expectations.
  
  

Adapting the Compass Method

MathTrack has chosen these default selections to be resources that are widely available in most classrooms, and named them so they align with the North, South, East, West letters. However, teachers are encouraged to adjust these resources to best fit their mathematics curriculum and their students’ needs. As you think about how you might adapt the compass method consider the following:

• If specific students struggle to engage in peer to peer learning productively, you can restrict them from choosing that option, or replace it with something else.
• If a topic comes along with a specific resource, such as a formula sheet, or a manipulative, give that resource a direction on the compass.
• Just like a compass isn’t actually restricted to just 4 directions, you can add more than 4 resources if there are more you want to make available. 
• Not all students need to have the same directions or resources available. You may create a separate compass for different topics, or restrict specific resources based on students’ needs or abilities.

As you consider how you might adapt the compass method for your classroom here are the elements that MathTrack recommends keeping true to the original:

• Students should be able to choose and access each resource without the help of a teacher. 
• Students should be able to see the compass they are choosing resources from, such as from their own individual handout or a poster in the classroom. 
• You should be able to tell what resource a student is using so you can effectively hold them accountable to the instructions for that resource.
• Students should use these resources alongside actually practicing problems.
• Each resource should come with clear instructions for what it looks like to use it effectively.

Clear Instructions Support Autonomous Learning

That last recommendation above, providing instructions for each resource, is particularly important. We cannot always assume students know what using a resource effectively actually means. We need to be clear to students what the expectations are so they can be successful, and learn the transferrable skills that support them beyond the math classroom. 

For example, here are the instructions provided for Watch the Video:

1. Watch a reference video in full to introduce yourself to the topic.
2. Watch the video a second time, this time focusing on the areas that look like new information to you. It’s normal to watch the same parts of a video over and over.
3. In notebook or on a piece of paper write down any:
   • Key words and their definitions
   • Pictures or diagrams
   • Formulas
   • Example problems
4. When working through problems, reference the notes you’ve taken.
5. If you come across any problems, words, or concepts that seem new, watch the video again to see if that information is in there. If not, you may want to switch directions.

These instructions work because it prompts students both on how to interact with a video resource and what notes to take. The caveat here would be that as a teacher will need make sure the given video sufficiently covers the content students are expected to look for. 

If you are adapting the Compass method with your own resources you’ll want to be intentional about what the instructions, and thus the expectations you hold students accountable to are.

• Think about what using the resource should look or sound like?
• Should they be taking notes in a particular way?
• When would a student know the resource isn’t useful to them anymore?
• What materials might need to be involved?

Being as clear as possible makes it easier to check if a student is following the directions, and also helps the student get value from the resource while they are still learning how to work autonomously.

Peer to peer learning can be done in many ways, but the image above shows the instructions provided in the default Compass Method for Exchange Knowledge. Here students are prompted to help each other with one question at a time. Going back and forth between each student’s own math problem sets. 

The Compass Method is a powerful tool for teachers navigating the complexities of modern classrooms. By providing students with clear guidelines, choice, and accountability, it empowers them to take ownership of their learning while freeing up the teacher to focus on other priorities, such as interventions, behaviors, or paperwork. This approach is particularly valuable in today's diverse and demanding educational landscape, where individualized instruction is increasingly essential. By adapting the Compass Method to your specific classroom needs, you can create a more engaging, effective, and personalized learning experience for all students.

Ready to try the Compass Method for yourself?