Think of your playlist or pathway as a road map. Before you go on a long trip, you know the route you plan to take to get to your destination, even if you just know which interstates to take. Sometimes, even though you have a map, you take an unexpected detour and need to backtrack, other times you start off in a different place than someone else does, but you end up in the same destination. Using playlists and pathways in your classroom is a lot like this. As the teacher, it’s your job to create the “map;” in this case, the playlist or pathway for this skill or unit. Then, based on data from pretests or other resources, you mark the starting point for each student, and teach.
Some teachers use instructional videos as some of the activities on their playlists and pathways, and while I’m not opposed to making a video one of the tasks, I don’t feel comfortable completely replacing my instruction with a video. There’s just something to be said for the ability to gauge your audience, and adjust based on conversations students are having and questions they are asking as you check for understanding at different points throughout the lesson.
Let’s use an example to illustrate how this might look. Keep in mind that each day, you will look at how your students are progressing on their independent work. Anytime I have scheduled a reteaching lesson on the document below, that means that the data from that lesson’s independent work would show that group needed additional instruction and practice on that aspect of the skill before being ready to move on. Sometimes you will need to reteach for more than one day, other times not at all.
NFPathway1 (This is the pathway the embedded document below is teaching.)