Presented by: Laurie Pruitt & Gwen Loftin December 4, 2012; SSES Math Work Stations Presented by: Laurie Pruitt & Gwen Loftin December 4, 2012; SSES

What Are Math Work Stations? Areas within the classroom where students work with a partner and use instructional materials to explore and extend their mathematical thinking. Includes a variety of activities that reinforce and/or extend prior instruction. Allows students to practice problem solving while reasoning, representing, communicating, and making connections among mathematical topics. Meanwhile, the teacher observes and interacts with individuals at work or meets with a small group for differentiated math instruction. (As described by Debbie Diller in Math Work Stations, p. 7)

Important Things to Remember Only materials that have been previously used in whole-group lessons go into math stations. The teacher is to model how to use the materials first by using them with students on multiple occasions. Can include a “Math Talk Card” at the station which is developed in the mini- lesson. This allows for students to talk about math using appropriate vocabulary. Students should have a math journal or math work station folder to hold them accountable and allow you to check for understanding.

Possible Schedule

How to Launch a New Station Gather all the materials for the new station and place them in a labeled container. (Be sure you’ve taught the material first.) Show the materials to the whole class and discuss what the students can do at the station. Make an “I Can” list together if you think children will benefit from this support to help them remember what to do with the materials to deepen their mathematical thinking. (As described by Debbie Diller in Math Work Stations, p. 45)

Be Sure to Debrief at the End Incorporate a brief sharing time that provides students with an opportunity to reflect on what they’ve done that day to deepen their learning No more than five minutes long Can incorporate turn and talks

Be Sure to Debrief at the End Possible questions might include: What did I do at math stations today? And what did I learn? What did I enjoy doing at math stations today? Why? What didn’t I like doing at math stations today? Why? How did I solve a problem today? How did I help someone else solve a problem today? How did I represent or record what I learned? How did I collect and use data today? What do I think we should change at math work stations? What did I do to become a better thinking/problem solver today? (As described by Debbie Diller in Math Work Stations, p. 63)

How Many Work Stations and How Often to Change? Many teachers have eight to ten math stations set up. Each station is used for several weeks, depending on how long you’d like students to investigate particular mathematical concepts. (Not changed every Friday) A variety of work stations keeps interest high. Will probably want to keep some “old stations” out for review as you add new stations. Materials and concepts may expand across the year. (As described by Debbie Diller in Math Work Stations, p. 57)