Norms
• Take care of your own needs
• Turn cell phones to silent
• Actively participate in process of learning
• What happens here leaves here
Goals
1. To identify the elements of differentiated instruction necessary to implement small group instruction
2. 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
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 yourclassroom?
High Quality Curriculum
How did the implementation of CSCOPE support
a high quality curriculum in each classroom in
Seguin?
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 Goals for Guided Math Goals for today…today…Leave with an understanding of:
• Organization/management of classroom
• 2 of the components of math block
guided math instruction
work stations
What is Guided What is Guided Math?Math?
• One component of a balanced mathematics program
• Students learn in small flexible groups based on instructional level
• Students work in appropriate TEKS-based workstations
Source:Cobb County District K-5 Math Coaches
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
Whole Group vs. Guided MathWhole Group vs. Guided MathWhole Group Guided Math
•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
•Student-centered•One standard•Differentiated•Small group focused instruction using a new approach/lesson•Based on need of individual students (data-driven instruction)•Groups are flexible, change frequently•Balanced instruction•Experiential learning•Clears up all misconceptions•Higher order questioning•Teacher acts as facilitator
Guided Math 20-30 Minutes •Small group reteach, conferencing &/or
extension•Collaborative problem-
solving•Center Activities
•Manipulative discovery and connections
Think-Aloud 10-15 Minutes
Model thinking process for problem solving & test-taking
strategies
Core Lesson 30-60 Minutes
•Whole group standards-based
lesson
Review/ Assessment
10-30 Minutes •Review important concepts
•Reflect or Assess
Total Time 120 Minutes
Think-Aloud 10-15 Minutes
Model thinking process for problem solving & test-taking
strategies
Core Lesson 30-60 Minutes
•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 problem-
solving•Center Activities
•Manipulative discovery and connections
Total Time 120 Minutes
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 Small Group InstructionInstruction
• 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 InstructionResources:
• CSCOPE Exemplar Lessons
• Engaging Math
• Differentiated Instruction Lessons from Envision
• Investigations
• Dr. Nicki’s Guided Math Blog
• Standards in the Math Classroomhttp://guidedmath.wordpress.com
Ideas for 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
• Small group instruction with the teacher• 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
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 WorkstationsMath 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.
How do I get started How do I get started with workstations?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:
Students are working with math ideas.
Students are taking turns nicely.
Students are talking with their partners about math.
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.
Sound Like:
Quiet voices so others can learn.
Using math vocabulary.
Talking with just your partner.
Making choices together.
“Let’s try this together.”
Feel Like:
I can do it!
I like to solve problems.
Calm
I like math!
Active engagement
What is everyone else doing?Sample organization of Work Stations
Organization• Activities are
organized in designated areas that are readily accessible to students
• Students know expectations (where to go and what to do)
http://www.mandygregory.com/guided_math_groups.htm
Math Workstation Math Workstation ResourcesResources
•Mrs. Powell’s Math Tubs Explanation
•Marcia’s Math Tub Fun
•Mrs. Meacham’s Math Tubs
•Laura Candler
•MathWire
•Online Facts Practice Games
•http://mathlearningcenter.org/
development/workshops.asp
Resources You Already Have
1. Mathematics Standards in the Classroom
2. CSCOPE Activities
3. Computers & websites
4. Investigations
5. enVision center games
6. TEXTEAM Binders
What Now?What Now?
• Decide on rules and routines
• Set up groups• Create a schedule• Develop accountability form• Plan guided math lessons• Design workstations
Math Work Stations K-2 by Debbie Diller
• New resource for K-2 math workstation
• Great examples of workstation by math strand
• Lots of picture examples
• Scavenger Hunt to explore new resource
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