August 1, 2014 Gardendale High School Effective Small Group Math Instruction K-5 Math Back to School Conference August 1, 2014 Gardendale High School

K-5 Math Survey Depth of Knowledge Small Group Instruction Number Talks

Outcomes Participants will identify the elements of differentiated instruction necessary to implement small group instruction Participants will leave with an understanding of 2 of the components of math block (guided math instruction and math work stations or menus)

So, where are you with Math Workshop, Math Stations, Math Centers or Math Menus? ? Red:: What are stations anyway? Yellow: Not quite, but really interested. I have tried a few. Green: I have stations established in my room, but need new ideas.

Activity What is a math work station? Work with a group to come up with a definition of what your group believes is a math work station Indentify where your team is at with math workstations –red/yellow/green Be prepared to share with whole group

Math Stations Math centers, learning centers, math stations, work stations—are component(s) of effective mathematics instruction. Textbook programs, including Investigations, Everyday Math, and Saxon, are all including math stations into their instructional models. The model works in reading; it can work in math too.

Standards for Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Using appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

What is Guided Math? One component of a math workshop Students learn in small flexible groups based on their readiness level Students practice with the teacher, with each other and then by themselves during the guided math lesson

Guided Math http://www.sisd.net/cms/lib/TX01001452/Centricity/Domain/4444/SEP%2050534%20Guided%20Math.pdf

Why do guided math groups? “When a teacher tries to teach something to the entire class at the same time, chances are, one third of the kids already know it, one third will get it, and the remaining third won’t get it. So two thirds of the children are wasting their time.” ~Lillian Katz

Turn and Talk Talk to your shoulder buddy about how math is taught in your building (think about the differences in classrooms & grade levels). Are these components part of the math instruction? ____ whole group instruction ____ mini-lesson ____ debrief ____ small guided math group ____ workstations ____ number talks

GUIDED MATH VERSUS WHOLE GROUP MATH Whole Class Mini Lesson Non-targeted Large Group Guided Math Differentiated Small group

Reader’s Workshop Math Workshop Mini –Lesson Word Work Fluency Practice Strategy Practice Conferences Share Time Groups (Guided, Strategic, Discussion) Lessons Vocabulary Practice Fact Fluency Practice (Automaticity) Strategy Practice Conferences Share Time Small Guided Math Groups

Math Instructional Block Guided Math Work Stations Small Group Instruction Whole Group -Review/Assess -Core Lesson - Number Talk

Math Block •Balance procedural understanding and conceptual understanding •Balance whole group and small group •Balance teacher directed and student-focused Debrief Guided Math/ Learning Tasks Number Talks Mini-Lesson

Differences from Traditional Centers Math Work Stations Traditional Math Centers Materials are previously used in instruction…no new materials in stations! New materials may have been in centers with limited instruction on how to use them. Do not change weekly! Change according to levels of understanding and strategies being taught. Were often changed weekly according to units or themes. All students go to work stations daily. Not all students participated…often used as a reward or motivation to complete work. Differentiated materials. All students did the same activity at the center. Teacher observes or works with differentiated small math groups. If teacher met with groups, each group often did the same task. Math stations are not worksheets or fancy premade kits. Previously instructed and modeled activities or tasks that were learned during whole group instruction.

Math Energizers/ Number Talks The first 5 minutes…you want to grab their attention! Some Ideas Introduce a new game (but tease ) Counting Games Tell Me All You Can – Number of the Day Number Talks Mental Math Pop The first 5 minutes of class…what’s missing?

Mini-Lesson What is the most important element of your lesson? What is it you want to “stick” with the students? Look at your unit goals and the standards you are addressing in the unit Suggestions Prior learning needed to be successful Sample problem that connects to goal Introducing a game/task that ALL students will complete

Small Group Instruction 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.

Rotations– Developmental Grouping Model Three or four rotations depending on number of students Rotation #1 – Teacher-led Where concept is taught. Differentiate according to group’s needs Rotation #2 – Journal/Worksheet Students work together and have to reach consensus on answers Rotation #3 – Game Connected to that lesson or prior lesson Can be differentiated to meet needs of learners Optional Rotation #4 – Computers/Game/Fact Fluency Bender

Rotations – Math Work Station Model Two rotations Materials are used by teacher and students during instruction first. Materials change to reflect students’ levels of math understanding, strategies being taught, and topics being studied. Students are working in pairs Hickey/Kindergarten

Rotations – Guided Math Model Three groups with two rotations a day for three days with whole class starting and ending week. Groups are homogeneous and change based on formative data Activities for each group are based on needs of students Day 1 Day 2 Day 3 Day 4 Day 5 Whole Class A B C Teacher Activity Computer Activity/ Computer Hills

Student Share/Reflection Students brought back together to share what they learned What do you know now that you didn’t know? What math did you do today? (if following guided math model or work stations, opportunity for students to share since they are not all doing the same thing) Connect back to the mini-lesson

Where Do I Begin???

Let’s watch a video

What Now? Decide on rules and routines Set up groups Create a schedule Develop accountability form Plan guided math lessons Design workstations

3, 2, 1, Exit Ticket 3 Things you will do to prepare for an effective math block in your classroom 2 Things you discovered about an effective math block 1 Question you still have

Math Work Stations Resources www.wmisd.org/ge/mm - my website links out to most of these sites and the math stations activities http://www.k-5mathteachingresources.com/ http://ccssmath.org/ http://www.protopage.com/lchambless#Professional/Kdg_Math - this is by grade level – you change the tabs at the top for your grade level

Math Work Stations Resources http://first-grade-garden.blogspot.com/2011/09/math-stations-set-1.html http://pinterest.com/sdivince/mathematics/ http://www.teacherspayteachers.com/Browse/Type-of-Resource/Math-Centers/?&pr=1&vw=&od=Rating&page=1 http://mrsshannonsclass.weebly.com/printables-by-subject.html

References Bush, K. Holland Elementary kbess@spsmail.org Deborah Kramb Pitner Elementary School Norman, J –Cowden Elementary jnorman592@spsmail.org http://sps.k12.mo.us/cowden/jaustin/ November 2009 Spruiell, K. (2010). The Road to Guided Math-How to Get Your Engine Started and Take Off Down the Road. GCTM

http://lrt.ednet.ns.ca/PD/BLM/table_of_contents.htm http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm