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Webinar #3: Teaching With Learning Stations

ASDN Growth Mindset & Math Routines to Reach ALL learners

Bobbi Jo Erb, bobbijoerb@icloud.com

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Instruction Curriculum Environment Learner

ICEL:Key Domains of Learning

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Evidence-Based Practices

Visible Learning Research

www.nctm.org

www.mathedleadership.org

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Focus on Math Identity & Growth Mindset

Teacher Clarity

Metacognitive Strategies (Think Alouds)

Talk/Discourse

Multiple Representations

Components of Effective Routines

From Last Time:

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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

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Think - (Pair)- Share

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

1minofpersonal reasoningtime

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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.

TheseareTeacherActions

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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.

TheseareTeacherActions

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Think - (Pair)- Share

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

1minofpersonal reasoningtime

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Think - (Pair)- Share

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

1minofpersonal reasoningtime

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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.

TheseareTeacherActions

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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.

TheseareTeacherActions

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Think - (Pair)- Share

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

1minofpersonal reasoningtime

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Instruction Curriculum Environment Learner

ICEL:Key Domains of Learning

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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

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Curriculum

Major Areas of Work for each grade level

Learning Progressions in the AK Math Standards

Fluency ExpectationsFocus on strategies

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Alaska Math Standards

+/- /

Major Areas of Work at Grade Level

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Think - (Pair)- Share

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.

1minofpersonal reasoningtime

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Instructional Focus Cluster Worksheet

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Instructional Focus Cluster Worksheet

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

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Instructional Focus Cluster Worksheet

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Instructional Focus Cluster Worksheet

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Focus by Grade Level (K-8)

Achievethecore.org; Focus By Grade Level

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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

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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:.Partitioncirclesandrectanglesintoshares,describethesharesusingthewordshalves,thirds,halfof,athirdof,etc.,anddescribethewholeastwohalves,threethirds,fourfourths.Recognizethatequalsharesofidenticalwholesneednothavethesameshape.

6th grade:Interpretandcomputequotientsoffractions,andsolvewordproblemsinvolvingdivisionoffractionsbyfractions(e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem).

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AkPLN:Teaching Channel Learning Pathways

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Theelementary mathlearningplansincludeplansthatdiscussComposing&Decomposing,BuildingConceptualUnderstandingofFractionsandProblemSolving&NumberTalkswithFractions.

Therearealsosecondary mathlearningplansthathelpwithtransitioningtoteachinggeometrywithTransformationsandusingworkedproblemstoteachAlgebra.AllofthelearningplansincludecurrentresearchonbestpracticesandmeetingtherigorofthestandardsinAlaskaclassrooms.

Think - (Pair)- Share

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

1minofpersonal reasoningtime

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Required Fluencies K-4

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Required Fluencies 5-8

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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, ...

PlaceValue strategiesComposing/decomposingincludesmakingten,makingfriendlynumbers,etc

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Addition & Subtraction Situations

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Addition & Subtraction Situations

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Multiplication & Division Situations

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Multiplication & Division Situations

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Instruction Curriculum Environment Learner

ICEL:Key Domains of Learning

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Think - (Pair)- Share

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

What are the successes?What are the challenges?

1minofpersonal reasoningtime

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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.

TeacherClarity hasaneffectsizeof0.75;instructionalmovesateachermakesfromcarefullyplanningalessontomakinglearningintentionscleartoconsistentlyevaluatingstudentprogressinlearningSelfreportedgrades/studentexpectations 1.44effectsize

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Environment - contd

Learning Space for groups and movement between groups

Clear ExpectationsEstablished Routines & Times

TeacherClarity hasaneffectsizeof0.75;instructionalmovesateachermakesfromcarefullyplanningalessontomakinglearningintentionscleartoconsistentlyevaluatingstudentprogressinlearningSelfreportedgrades/studentexpectations 1.44effectsize

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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

Introduceonestationatatimetothewholegroup:ExplainthepurposeofthestationtostudentsHaveafewstudentsmodelwhattodoatthestationHavestudentsbrainstormpositiveexpectationsforbehavioratthestation(i.e.Taketurns,Playfairly,Cleanupmaterials,Getstartedrightaway,Play/workthewholetime,etc)

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4 Learning Stations

Teacher GuidedIndependent Practice (Seat

Work) OR Additional Time with Teacher

Concept BuilderFluency Builder

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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

Teacherguidedexs:EDM TeachingtheLesson,GoMath! unlocktheproblem,EurekaMath ConceptDevelopment,BigIdeas ActivitiesonDay1orExamplesonDay2

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Independent Work (Seat Work)

Independent/Partner Activity

Reinforces & Continues the lesson

Some students might need additional time with the teacher or enrichment

SeatWork:EDM IndependentActivity,completingjournalpages,GoMath! Share&Show,OnYourOwn,Eureka

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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/dicegames,practiceofconcepts/skillsstudentshavealreadylearnedEDM:OngoingLearning&Practice,MathBoxes,MountainMath;Eureka

FluencyPractice,BigIdeas Practice&ProblemSolvingoronyourown;GoMath!FluencyBuilderatbeginningoflessoninTEorPracticeGamesfromGrab&Gokits

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Concept Builder

Demonstration/Manipulatives/Modeling the Concept

Reinforces or extends the core concept

Could introduce or prime students for the lesson

ConceptBuilder:EstablishsomestructuresthatareusedthroughouttheyearEDM canbefoundinDifferentiationOptionsactivitiesoruseMathMessageifit

comesbeforeTeacherguided:Eureka ApplicationProblems,BigIdeas RealLifeApplicationsorTakingMathDeeper;GoMath! RTI/ELL/EnrichOptionsunderDifferentiatedInstructionActivitiesorReteachguide

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A Possible Schedule

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A Possible Schedule

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Instruction Curriculum Environment Learner

ICEL:Key Domains of Learning

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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

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Questions?

bobbijoerb@icloud.com

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