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How can I foster a growth mindset and sense of belonging to the intellectual realm among Algebra II students by having them undertake a semi-independent project where they learn to teach an overlapping concept with Pre-Calculus, subsequently instructing Pre-Calculus students for exactly one class while still enrolled in Algebra II?

What administrative roadblocks or problems do I need to consider?

How do I identify which concepts overlap sufficiently so even students who don't understand their algebra II would just be reinforcing their algebra II concepts by learning a concept overlapped in pre-calculus?

I foresee this requires teaching the curriculum of algebra II in a condensed time. It might just not be possible. Or it could take years of practice to learn how to make anyone learn faster. I suppose a principal wouldn't allow us to do pre-calculus concepts unless their algebra II is 100%.

I'm trying to find meaning in teaching by making teaching somehow align with advancing in Maslow's hierarchies of needs.

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  • $\begingroup$ This sounds like an interesting and ambitious project; good luck! I do not unfortunately know the school context you are doing this in so as to give any advice. At least some USA people use similar kinds of course names; maybe that? $\endgroup$
    – Tommi
    Commented Jun 13 at 15:28
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    $\begingroup$ Why would they teach a higher level group instead of a group at their own level? That doesn't make sense to me. $\endgroup$
    – Sue VanHattum ♦
    Commented Jun 13 at 16:04
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    $\begingroup$ However one feels about the validity of the notion of a "growth mindset", this certainly doesn't have anything to do with it. It doesn't make sense to me that you would ask students in class $n$ to teach a topic in class $n+1$. This is a recipe for failure, which is likely to crush a "growth mindset", rather than inculcate it. $\endgroup$
    – Xander Henderson ♦
    Commented Jun 13 at 17:36

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