Transcript Managing Math Work Stations

NES- Spring 2011
Kindergarten PD
 Work
stations are…
• Areas within the classroom
• Students work alone or with a partner
• Students use instructional
materials to reinforce/
extend thinking
 Providing
quality instruction with
connected independent practice through
math work stations highly engages
students.
 Eric Jensen’s book, Teaching with the
Brain in Mind (1998). “…increase
intrinsic motivation by offering choices,
make it relevant and engaging.”
• A change in location
• Balance novelty and ritual
• Thus, reducing behavior problems
 Decreases
noise level
 Easier to take turns
 Increase student engagement
 Sit EEKK style or face one another for
partner games
 Odd number of students? One student
works alone (or have one group of 3).
 Pairing must be: flexible, flexible, flexible
 Materials
must have been previously
used in whole group lessons.
 Play partner games several times in
whole group before moving into a
station.
 Moving materials too quickly = off task
 Use what we already have…
• Everyday Counts Partner Games
• Colored Folder Activities (Lisa Activities)
• Math in Focus lesson explorations
 Choice
is important… “Controlled
Choice” 
• Have 2-3 baggies of activities in each station box
• For example, station 2 = two counting games
each in a separate plastic Ziplock bag.
 Seems
overwhelming but you are
introducing these stations one at a time.
 Start with one activity per station and
layer throughout the year. (See inside
front cover)
•
•
•
While students are
working at math
stations, the teacher
can meet with small
groups for tier 2.
This also provides the
opportunity for the
teacher to observe the
students and make
anecdotal notes about
their progress.
Or use TB pg. 76-77
 Teacher
models the use of materials and
methods. Teacher also introduces math
concepts and math language.
 Children
practice with teacher guidance.
 Children
work independently at a station.
Math Work Stations
Traditional Math Centers
•Materials used by the teacher and
•New materials placed in the center
students during instruction first. Then without being used during
they are placed in the work station.
instruction first. Have all new centers
at one time.
•Stations are changed to reflect the
students levels of math
•Often changed weekly.
understanding.
•Stations are used for intentional
work and is a part of instruction.
•Often used for early finishers or
“fun” stuff you can’t do in the lesson.
•Materials are differentiated based
on need.
•All students did the same activities.
•Teacher works with tier 2
•Teacher did same task with small
groups.
•Organize manipulatives for math
stations with numbered containers
with lids.
•10-12 stations are
recommended for up to 24
students (add a station for every
pair of students over 24).
•Introduce stations one at a time
over several weeks.
•Students take their numbered
container to places around the
room labeled with corresponding
numbers.
•Use desks, floor, carpet space,
pocket chart, etc.
Step 1: Sort your stuff. Start with
your math materials. Take
everything off the shelves. Spread
it out to see what you have.
Step 2: Purge things you don’t use
for teaching. Put them in the book
storage room by the stage.
Step 3: Put what you will keep into
containers. Label with numbers
(and perhaps pictures).
Step 4: Maintain your system.
Everyday, put things away. Have
students help.
Classroom Math Corner
Classroom Library
Purpose
•Independent use for problem
solving
•Students may borrow materials to
help solve problems during
instruction
•Independent use for reading
•Students may borrow books to
read during independent reading
or whole group
Recommended
Space
•Corner or space devoted to math
materials for independent use.
•Can be part of whole-group
•Corner or other space devoted to
books for independent reading
•Can be part of whole-group
Materials
Needed
•Math manipulatives, graphic
organizers, problem solving
supplies
•Labeled containers
•Anchor charts posted nearby
•Books and magazines for
independent reading, graphic org.
•Labeled baskets
•Anchor charts posted nearby
Optional Items
•Rug, lamp, low magnetic dry erase
board, plants, clock, calendar, small
table and chairs
•Rug, lamp, plants, pillows, comfy
chairs, or beanbags
•
•
•
•
•
•
•
Limit the amounts of manipulatives
Let students explore the manipulatives first
Be specific with how to handle
manipulatives
Be consistent. Hold students accountable
once you have shown them how to use
materials.
Don’t use paper manipulatives (they don’t
last long)
Use math mats
Don’t take manipulatives away too early.
They will often stop using them when they
are ready.
•
Introduce Station
1. Gather materials in a labeled container
2. Show and discuss materials
3. Make an I can list together for the materials (refer
to pg.14)
•
Make an Anchor Chart (TB pg.7-8)
1. Use quiet voices
2. Be kind and share
3. Take turns
4. Talk about numbers, patterns, shapes…
Steps
Purpose
How Often/How Long
1. Math Stations MiniLesson
To make sure students
•Daily early in the year
understand exactly what •As needed to
to do at stations.
introduce/review
stations
•About 3-7 minutes per
mini lesson
2. Math Stations Time
To enable students to
investigate math
concepts with a partner
independently.
•Every day, if possible
•15-20 minutes
•1-2 stations per day
3. Sharing Time
To allow students to
share with the teacher
and their classmates
what they
explored/learned that
day in math.
•Daily, if possible
•5 minutes
 How
to use equipment/materials
 How to share materials
 How to take turns
 How to decide what to do at a station
 How to solve a problem
 Where I can go for help
 How to put things away
 How to switch to the next work station
How many per station? 2
 How do I decide who to pair up? Flexibly pair
 When do I change partners? Flexibly
 How many work stations set up? 8-12 if that is
overwhelming… try 5 and duplicate them.
 How long do I keep the stations? Several weeks
 How long per station? Approx. 15 min.
 How many days do I do stations? Most days (not just
Fridays)
 Misbehavior? Sits near the small-group math table
near the teacher.
 Clean up? Routine and clearly labeled
 Do the kids choose where to sit or do I? teacher
assigns

 Math Work
Stations. (2011). Diller, Debbie.
Stenhouse Publishers. Portland, Maine.
 mrswillskindergarten.com