Webinar #3: Teaching With Learning Stations - asdn.org · Metacognitive Strategies ... Establishing clear goals that articulate the mathematics that students are ... Environment -

Webinar #3: Teaching With Learning Stations

ASDN Growth Mindset & Math Routines to Reach ALL learners

Bobbi Jo Erb, [email protected]

1

• Instruction• Curriculum• Environment• Learner

ICEL:Key Domains of Learning

2

Evidence-Based Practices

Visible Learning Research

www.nctm.org

www.mathedleadership.org

3

Focus on Math Identity & Growth Mindset

Teacher Clarity

Metacognitive Strategies (Think Alouds)

Talk/Discourse

Multiple Representations

Components of Effective Routines

From Last Time:

4

Effective Math Teaching Practices

• Establish mathematics goals to focus learning.• Implement tasks that promote reasoning and

problem solving.• Use and connect mathematical representations.• Facilitate meaningful mathematical discourse.• Pose purposeful questions.• Build procedural fluency from conceptual

understanding.• Support productive struggle in learning mathematics.• Elicit and use evidence of student thinking.

NCTM Principles to Actions: Ensuring Mathematical Success For All, 2014

5

Think - (Pair)- Share

THINK: Which of the following actions are most characteristic of your teaching? Which are least characteristic?

1 min of personal reasoning time

6

Establish Goals to Focus Learning

1. Establishing clear goals that articulate the mathematics that students are learning as a result of instruction in a lesson, over a series of lessons, or throughout a unit.

2. Identifying how the goals fit within a mathematics learning progression.

These are Teacher Actions

7

Establish Goals to Focus Learning

3. Discussing and referring to the mathematical purpose and goal of a lesson during instruction to ensure that students understand how the current work contributes to their learning.

4. Using the mathematics goals to guide lesson planning and reflection and to make in-the-moment decisions during instruction.


8


SHARE: A successful strategy you use to establish math goals to focus learning.


9


THINK: Which of the following actions are most characteristic of your teaching? Which are least characteristic?


10

Use and Connect Math Representations

• Selecting tasks that allow students to decide which representations to use in making sense of the problems.

• Allocating substantial instructional time for students to use, discuss, and make connections among representations.

• Introducing forms of representations that can be useful to students.


11

Use and Connect Math Representations

• Asking students to make math drawings or use other visual supports to explain and justify their reasoning.

• Focusing students’ attention on the structure or essential features of mathematical ideas that appear, regardless of the representation.

• Designing ways to elicit and assess students’ abilities to use representations meaningfully to solve problems.


12


SHARE: Something you do to use and connect mathematical representations.


13



14

“All students should have the opportunity to receive high-quality mathematics instruction, learn challenging grade-level content, and receive the support necessary to be successful.” –NCTM Position paper on Closing the Opportunity Gap in Mathematics Education

Access to Grade Level Content

15

Curriculum

Major Areas of Work for each grade level

Learning Progressions in the AK Math Standards

Fluency Expectations

Focus on strategies

16

Alaska Math Standards

+/- •/÷

Major Areas of Work at Grade Level

17


THINK: What concept are you currently teaching? How does that fit in the preK-12 learning progression?

SHARE: The grade you teach and a pre-requisite skill you need your students to know for this current concept.


18

Instructional Focus Cluster Worksheet

19


https://education.alaska.gov/standards/teachertoolbox

20


21


22

Focus by Grade Level (K-8)

Achievethecore.org; Focus By Grade Level

23

Learning Progression – Example

Kindergarten:

Numbers 11-19 as 10 ones and some more ones

1st Grade:

Expand to all 2-digit numbers.

“Ten” is a bundle of 10 ones

2-digits represent amount of tens & ones

2nd Grade:Expand to all 3-

digit numbers.“Hundred” is a

bundle of 10 tens3-digits

represent amount of hundreds, tens, & ones

24

Learning Progression – Example

3rd Grade:

Develop understanding of fractions as numbers

4th Grade:

Fraction equivalence and ordering

Build fractions from unit fractions

Add/Subtract fractions w/like denominators

5th Grade:Use equivalent

fractions as a strategy to add and subtract fractions

Multiply fractions and divide whole #s by fractions

2nd grade: . Partition circles and rectangles into shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

6th grade: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions (e.g., by using visual fraction models and equations to represent the problem).

25

AkPLN:Teaching Channel Learning Pathways

26

The elementary math learning plans include plans that discuss Composing & Decomposing, Building Conceptual Understanding of Fractions and Problem Solving & Number Talks with Fractions.

There are also secondary math learning plans that help with transitioning to teaching geometry with Transformations and using worked problems to teach Algebra. All of the learning plans include current research on best practices and meeting the rigor of the standards in Alaska classrooms.


SHARE: A resource you use to learn more about the learning progression for a topic you are teaching


29

Required Fluencies K-4

30

Required Fluencies 5-8

31

Focus on Strategies(& Connections)

Multiple Representations

Context-Concrete-Pictorial-Abstract

Use place value, composing/decomposing, properties of operations

Finding 1 more or 1 less; 10 more/10 less; 100 more/100 less, etc…

Everything is based on a unit; other values are composed or decomposed from that unit

Problem Situation types: add-to, take-from, put-together, take-apart, compare, ...

Place Value strategiesComposing/decomposing includes making ten, making friendly numbers, etc…

32

Addition & Subtraction Situations

33

Addition & Subtraction Situations

34

Multiplication & Division Situations

35

Multiplication & Division Situations

36



37


What experience(s) do you have with teaching math using centers?

What are the successes?What are the challenges?


38

Environment

Self-Access Materials:Make sure everything is well labeled

and organized.The materials should reflect the needs

and interests of the students in your class. (Focus on engaging students.)

Have activities, intellectual games available for the students who routinely finish early and need stimulation.

Teacher Clarity has an effect size of 0.75; instructional moves a teacher makes from carefully planning a lesson to making learning intentions clear to consistently evaluating student progress in learningSelf‐reported grades/student expectations – 1.44 effect size

39

Environment - contd

Learning Space for groups and movement between groups

Clear ExpectationsEstablished Routines & Times

Teacher Clarity has an effect size of 0.75; instructional moves a teacher makes from carefully planning a lesson to making learning intentions clear to consistently evaluating student progress in learningSelf‐reported grades/student expectations – 1.44 effect size

40

Clear Expectations

Teach overall expectations for the classroom

Explain what learning stations will look like for students:

Rotate through 4 stations, 10-15 mins each

Different task to complete at each station: Fluency builder, Concept builder, Teacher guided, Independent work

Introduce one station at a time as a whole group

Introduce one station at a time to the whole group: Explain the purpose of the station to studentsHave a few students model what to do at the stationHave students brainstorm positive expectations for behavior at the station (i.e. Take turns, Play fairly, Clean up materials, Get started right away, Play/work the whole time, etc…)

41

4 Learning Stations

Teacher Guided

Independent Practice (Seat Work) OR Additional Time with Teacher

Concept Builder

Fluency Builder

42

Teacher Guided

Direct Instruction; ON GRADE LEVEL

Teach the main lesson/content for the day

“I Do” portion plus maybe some of the “We Do”

Teacher guided exs: EDM‐ “Teaching the Lesson”, Go Math! – “unlock the problem”, Eureka Math – “Concept Development”, Big Ideas – Activities on Day 1 or Examples on Day 2

43

Independent Work (Seat Work)

Independent/Partner Activity

Reinforces & Continues the lesson

Some students might need additional time with the teacher or enrichment

Seat Work: EDM – “Independent Activity”, completing journal pages, Go Math! – Share & Show, On Your Own, Eureka

44

Fluency Builder

Gives students practice in needed skills so they can gain: flexibility, efficiency & accuracy

Could be on-grade level or reach back

Fluency: card/dice games, practice of concepts/skills students have already learnedEDM: “Ongoing Learning & Practice”, Math Boxes, Mountain Math; Eureka –

“Fluency Practice”, Big Ideas – “Practice & Problem Solving” or “on your own”; Go Math! –Fluency Builder at beginning of lesson in TE or Practice Games from Grab & Go kits

45

Concept Builder

Demonstration/Manipulatives/Modeling the Concept

Reinforces or extends the core concept

Could introduce or “prime” students for the lesson

Concept Builder: Establish some structures that are used throughout the yearEDM‐‐ can be found in “Differentiation Options” activities or use Math Message if it

comes before Teacher‐guided: Eureka – “Application Problems”, Big Ideas – “Real Life Applications” or “Taking Math Deeper”; Go Math! ‐‐ RTI/ELL/Enrich Options under Differentiated Instruction Activities or Reteach guide

46

A Possible Schedule

47

A Possible Schedule

48

49



50

Learner Know your students

Assess the students’ performance levels as soon as possible.

Pay attention to how students learn.

Watch for areas of strength and areas of weakness in understanding.

Observe how students interact with each other.

Identify students who might be leaders/guides

Flexible Grouping

51

Questions?

[email protected]

52

Documents

Webinar #3: Teaching With Learning Stations - asdn.org · Metacognitive Strategies ... Establishing clear goals that articulate the mathematics that students are ... Environment -