Speaker 2
i often talk about that with with, you know, in the sort of the context of modern class rooms, like having soft dead lines and also hard dead lines, but like breaking up the self pacing sort of scope, ya, into smaller pieces that you can self pace on. I suppose it's saying, you know, here's 20 lessons. I'll see you in november. Ye.
Speaker 1
like, kind of, like, if i was to, like to look at th the big picture, so that whatever that summit of task is is essentially, like, they should be able to master that because they've all the miny stuff that they've gote, n all the lessons that they've done along the way. It's basically, this summit of task is like a big show case, right? Is that showcase of knowledge. And, you know, so that is the big piece that i essentially, that's qoint i quote, what i mark i radi assassin give the feedback on and all, like the guide denotes an the stuff along the way is the stuff that just helps them build towards that end journey. Ye,
Speaker 2
that reson ites with me as well. Like i, i, i have them build up towards a summitive, like each lesson is one step of the summitive at the end. And so there's ten steps, right? And if they do aid of the ten, then their summitive will be missing two things exactly. So like it does, it does sort of come out in their grades for the summitive as well. That makes sense. That makes sense. Um, cool. Very cool. Well, men, we're running along. I let's, let's close out with a question that i think a lot of teachers who are apprehensive about trying a self pace class have, which is, how we deal with students who fall behind in a self pace class? And so talking about the tools that we use for self pacing, like what tools and maybe what strategies do you use when you have kids who fall fall behind in your classes?
