Guided Math and Math Workshop A Standards based approach to Mathematics Instruction
DID TEA simply shift TEKS from one grade level to another in the revision process? It’s expected with the TEKS changes that concepts be developed through the use of concrete objects and models before students are expected to apply that understanding in a problem-solving context. If a concept is moved to a lower grade level, the expectation is that at the new grade level, students explore the concept with concrete models before they are expected to apply their understanding.
For example, in grade 5 students explore the multiplication and division of rational numbers with models to prepare them for the 6th grade standard that asks them to multiply and divide rational numbers fluently. What do these shifts mean for us as Teachers? We cannot rely on simply teaching students a formula to answer math problems anymore. Students will need to learn concepts at varying paces, as not all students will master a deep understanding at the same time.
Math Workshop: A Small-Group Approach to Teaching Math
WHY CONSIDER A WORKSHOP APPROACH TO MATH INSTRUCTION? Each student receives small group, need specific instruction, followed by independent work time Allows for students to be rotated/moved to different groups by lesson or unit Students are engaged at all times in mathematics practice, and concepts are reinforced daily in stations Students are motivated by the rotation, and manage themselves with little need for teacher interruption
Students receive a 10 minute, whole-class mini-lesson Format: Students receive a 10 minute, whole-class mini-lesson Students meet with teacher in small group for 15 minutes, then engage in independent practice of concept Students not meeting with teacher are engaged in independent/partner math stations that are aligned with the TEKS During last 5 minutes, teacher provides whole-class review, closing and possible preview of next lesson 1 Hour of Math Instruction: 10 minute mini-lesson (whole-class) 3 (15 minute) small group meetings with teacher (45 minutes total) while other students are doing independent practice or stations 5 minute closing
Working with Partners Decreases noise level Easier to take turns Increase student engagement Sit EEKK style or face one another for partner games Odd number of students? One student works alone (or have one group of 3). Pairing must be: flexible, flexible, flexible It can still be a group of 4 just make sure you have 2 sets!!
Clear Instructions and Expectations Students should be able to go to a station Read instructions Look at examples Students should be able to work with group without having to get clarification
Teacher Station Leading differentiated small group instruction Observing students and making anecdotal notes about their progress Watching how students work independently and with peers is critical to understanding student thinking Providing multiple ways for students to show what they know Modeling and thinking aloud Conferencing with individual students
Small Group Table Use manipulatives to build conceptual understanding Bridge mathematical understanding from Concrete to Pictorial to Abstract stages (C-P-A) Reinforce academic vocabulary Connect concepts Encourage mathematical discourse Encourage collaboration and teamwork Scaffold learning by giving just enough support Give feedback to students
How do you manage your math workshops and hold students accountable? Journals Recording Sheets iPod/iPad video Take a picture This is so the kids are accountable for the work they do at that station if students aren't interested-- that's when they need more accountability --use a chrome book to record or take a picture of student work
End with the beginning in mind ALL children can learn mathematics A numeracy-rich environment promotes mathematical learning. Learning at its best is a social process. An organized classroom environment supports the learning process. Students learn best when modeling, think-alouds, guided and independent practice, communicating with peers, meaningful tasks, and choice are folded into a numeracy rich environment
WHAT MIGHT THIS LOOK LIKE IN A CLASSROOM? 5th grade: Lesson: Add and Subtract Decimals 12:30-12:40 Minilesson 12:40-12:55 Group A: Meet with Miss Happy Group B: Flashcard Station Group C: Math Game Station Group D: Work at Seat 12:55-1:10 Group A: Work at Seat Group B: Meet with Miss Happy Group C: Flashcard Station Group D: Math Game Station 1:10-1:25 Group A: Flashcard Station Group B: Work at Seat Group C: Meet with Miss Happy 1:25-1:30 Review/Closing
Math Workshop Aberly Foreman Crouch McMurry Estes Jacobs Jordan Kent R. Salazar Muller Buchanan Baiter Holcomb Gober Dach Duke Kaptchinskie Leino Preuss S. Salazar Math Workshop Now we want 4 per grade level in a group I.P. Share what is working in your class on the padlet What are your struggles: Share them on the chart paper Technology Station https://goo.gl/iHKkZx
https://padlet.com/rhenley3/MASH_NOV5 Take a moment to fill out the padlet or observe your peer’s suggestions. https://padlet.com/rhenley3/MASH_NOV5
Reflect over Math Workshop in your journal Reflect over Math Workshop in your journal. Why is it important to implement? Include something that you will implement in your classroom. Draw a picture that sums up Math Workshop to you. Sentence Starters: I used to think….but now I think… I should have gotten this one right, I just… I know…but I’m still not sure about… The most important thing to remember is… Can you help me with…? Next time I will remember to… I’m confused about… Now I know…