Transcript Guided Math PPT - Hood River County School District

Day 2
Differentiation Training
Norms
• Take care of your own needs
• Turn cell phones to silent
• Actively participate in process of
learning
• What happens here leaves here
Goals for today…
•
To identify the elements of differentiated instruction necessary
to implement small group instruction
•
To begin campus discussion of the current status of the campus
in each of the five elements and begin an action plan for
implementing next steps
• To leave with an understanding of organization/management of
classroom
• To leave with an understanding of 2 of the components of math
block
guided math instruction
work stations
Supportive Learning Environment
What is a connection that you made
between
the current practices in your classroom and
this
segment?
Continuous Assessment
What is something that you will want to
implement for the 2011-2012 school year to
support continuous assessment in your
classroom?
High Quality Curriculum
How did the implementation of CSCOPE
support
a high quality curriculum in each classroom
in
Seguin?
Respectful Tasks
What messages do respectful tasks give to
your
students?
Flexible Grouping
What evidence of flexible grouping do you
currently see on your campus?
What improvements or changes would you
make as you continue to support flexible
grouping on your campus?
Reflection
Why is it critical to include each of the 5
elements of differentiation as you plan
small group instruction to meet the needs
of each student in your classroom?
Guided
Math
Day 2
Hair-Raising Activity
Work Stations
Guided Math
Small Group
Instruction
Math
Instructional
Block
Whole Group
-Think Aloud
-Core Lesson
-Review/Assess
What is Guided Math?
• One component of a
balanced
mathematics program
• Students learn in small
flexible groups based
on instructional level
• Students work in
appropriate TEKSbased workstations
Source:Cobb County District K-5 Math Coaches
Seguin ISD Website
New Seguin Math Website
– Resources for parents, teachers, and
students
– Guided Math Video and Resources
– STAAR resources
– Professional Development PPTs
– Instructional Coaches Contact Info
Teacher Role During Guided
Math
• Analyze formative and summative student data to
plan for instruction and flexible grouping
• Develop a system for tracking student learning
• Use a new approach and strategies to teach small
group instruction
• Set up standard-based work stations with a focus on
problem solving
• Conference with students individually
• Acts as facilitator
Student Role During Guided
Math
• Work in small groups at different work
stations and/or with teacher
• Understand the guided math schedule
• Are accountable for producing quality
work
Work Stations
Whole Group vs. Guided Math
Sorting Activity
Whole Group vs. Guided Math
Whole Group
•Student-centered
•One standard
•Can be differentiated
•One lesson/focus for entire group
•Instruction based on SE/Scope and
Sequence
•Teacher acts as facilitator
•Not all students have same
understanding of different concepts
•It’s possible that only some student
misconceptions are clear
•Higher order questioning
•Use of manipulatives
•Balanced instruction
•Experiential learning
Guided Math
•Student-centered
•One standard
•Differentiated
•Small group focused instruction using a new
approach/lesson
•Based on need of individual students (datadriven instruction)
•Groups are flexible, change frequently
•Balanced instruction
•Experiential learning
•Clears up all misconceptions
•Higher order questioning
•Teacher acts as facilitator
Organization
Spaces & Places
Arrangement and Organization of
Room
Sample Math Schedules
Guided Math
20-30 Minutes
•Small group reteach,
conferencing &/or
extension
•Collaborative problemsolving
•Center Activities
•Manipulative discovery
and connections
Think-Aloud
10-15
Minutes
30-60
Minutes
Model thinking process
for problem solving &
test-taking strategies
Core Lesson
Review/
Assessment
10-30 Minutes
Total Time
120 Minutes
•Whole group
standards-based lesson
•Review important
concepts
•Reflect or Assess
Think-Aloud
Core Lesson
10-15
Minutes
30-60
Minutes
Model thinking process
for problem solving &
test-taking strategies
•Whole group
standards-based lesson
Review/
Assessment
10-30 Minutes
•Review important
concepts
•Reflect or Assess
Guided Math
20-30 Minutes
•Small group reteach,
conferencing &/or
extension
•Collaborative problemsolving
•Center Activities
•Manipulative discovery
and connections
Total Time
120 Minutes
Work Stations
Transitions
•
•
•
•
•
Use a signal to let students know it is time to listen to an instruction,
clean up etc. (clicker, song, chime, word or phrase)
Have a clear picture in your mind of what a transition should look like.
Make sure that from the very beginning of the year that you
communicate your expectations, provide explicit directions, model your
expectations and actively follow-up with what went well during center
and transition time.
Make sure students are clear about how many students can be at one
learning center at a time.
If you have students who have difficulty meeting your expectations,
partner them with another student or hold a goal planning session with
that student.
Give students the responsibility of being a learning center leader .
These are the students that other students can get assistance from,
while you are teaching your small groups or working with individual
students.
Math Workstations
• Set up around the room on desks, tables, floor, or bulletin
boards (remember technology)
• Can be put in tubs and placed on students’ desks
• Based on concepts to maintain and/or
concepts to expand
• Should be based on TEKS that have been previously taught
and include problem solving
• Students are held accountable for their learning.
Organizing workstations
• Students can be grouped into cooperative learning teams with no
more than 4 students
• Within each group they can work independently in pairs or as one
unit
• In the beginning, introduce 1 math workstation at a time and have
all groups work on the same task with their groups
• Set expectations for acceptable behaviors during guided math
– For example, “Ask 3, Before Me”
• Once the groups are established, and the routines of the task are
understood, teachers can begin rotating students from 1
workstation to the next at intervals
Ideas for workstations
• Technology (computer games, calculator,
smartboard, overhead)
• Fact Fluency Station
• Problem Solving Station
• Place Value Station (Base ten manipulatives)
• Measurement Station (math chart)
• Vocabulary Station
• Review and Practice Station
How do I get started
with workstations?
• Decide on workstations:
–
–
–
–
–
Math Strands and TEKS
Concepts to maintain
Skills being taught
Problem solving
Fluency building activity
• Be sure the workstations are authentic,
standards-based activities and not “busy
work” (not worksheets).
• Create a planning system and a student
log
Math Stations Should…
Look Like:
Sound Like:
Feel Like:
Students are working with
math ideas.
Quiet voices so others can
learn.
I can do it!
I like to solve problems.
Students are taking turns
nicely.
Using math vocabulary.
Calm
Talking with just your partner.
Students are talking with their
partners about math.
I like math!
Making choices together.
Active engagement
Materials are put back in their
places.
Students are on task.
Students are using materials
like the teacher modeled.
Teacher is not interrupted
while working with a group.
“Let’s try this together.”
What is everyone else doing?
Sample organization of Work Stations
•
•
http://www.mandygregory.com/guided_math_groups.htm
Organization
Activities are
organized in
designated areas that
are readily accessible
to students
Students know
expectations (where
to go and what to do)
Math Workstation
Resources
•Mrs. Powell’s Math Tubs Explanation
Resources You Already Have
•Marcia’s Math Tub Fun
1. Mathematics Standards in the
Classroom
•Mrs. Meacham’s Math Tubs
•Laura Candler
2. CSCOPE Activities
•MathWire
3. Computers & websites
•Online Facts Practice Games
4. Investigations
•http://mathlearningcenter.org/
5. enVision center games
development/workshops.asp
6. TEXTEAM Binders
Small Group Instruction
Data-Driven Instruction
•Small group instruction is always based on data
(Unit Assessments, CBAs/PIs, student
conferences, anecdotal notes, teacher
observations, etc.)
•Data will point to student misconceptions, lack of
understanding, or level of understanding
Small Group Instruction
• Always start with the concrete (base-ten blocks,
cubes, counters, etc.), move to pictorial, and end
with the abstract (number sentences or equations)
• Focus of small group instruction (all levels) is on
clearing misconceptions. Start with what students
know, then build from that knowledge.
• Questioning, exploration, and sharing should be
occurring on a daily basis. Students should be
sharing their strategies for solving math problems
daily.
• Manipulatives should be used in small groups to
allow students time to explore concepts they
didn’t understand the first time.
Small Group Instruction
Resources:
• CSCOPE Exemplar Lessons
• Engaging Math
• Differentiated Instruction Lessons
from Envision
• Investigations
• Dr. Nicki’s Guided Math Blog
• Standards in the Math Classroom
http://guidedmath.wordpress.com
What Now?
• Decide on rules and
routines
• Set up groups
• Create a schedule
• Develop accountability form
• Plan guided math lessons
• Design workstations
Setting Up Criteria and
Expectations
The First 20 Days
Reflection:
Hair-Raising Activity Part II
Thank You!!
Resources
Guided Math by Laney Sammons, Shell Education pps. 27