Math Block Models for Differentiated Instruction Division of Accelerated and Enriched Instruction CESC Room 177 301-279-3163

60 Minute Math Blocks 5 minutes: warm-up 25 minutes: focus lesson 25 minutes: independent practice 5 minutes: closure As outlined in the Instructional Guides

Model A: Differentiation during independent practice 5 minutes: whole group warm-up 25 minutes: whole class focus lesson 25 minutes: Tiered independent practice Meet with small groups to fill in gaps and accelerate 5 minutes: whole class closure

Model B: Differentiated Focus Lessons 5 minutes: whole group warm-up 25 minutes: focus lesson #1 for one group Other part of the class works on anchor activities or independent practice focus lesson #2 for a second group 5 minutes: whole class closure

Model C: Tiered Focus Lesson 5 minutes: whole group warm-up 25 minutes: Introduce the “Big Problem” for heterogeneous or homogeneous discourse groups Provide prepared scaffolding and extension options to groups as needed Groups share responses Tiered independent practice based on observations during discourse groups 5 minutes: whole class closure

Model D: Math Stations 5 minutes: whole group warm-up 50 minutes: Teacher meets with one group at a time at the Teacher Station to teach required focus lessons, accelerated focus lessons, and required focus lesson with review (2-3 groups total for the session) Other students are refining and extending their understanding at The Shop, Proof Place, Practice Plaza, and an Anchor Activity center 5 minutes: whole class closure

Model E: Math Centers 5 minutes: whole group warm-up 50 minutes: Students go to Center A for a focus lesson with the teacher. Then they go to Center B for independent practice related to the focus lesson. Other students not at Center A or Center B are at one of 2-3 other centers refining or extending their understanding. 5 minutes: whole class closure

Model F: Plug-In Academic Support 10 minutes: whole group warm-up 15 minutes: One group of students works on a focus lesson with the teacher 15 minutes: One group of students works on a math investigation or guided practice with the academic support teacher 15 minutes: One group of students works independently on an anchor activity 5 minutes: whole class closure

Key Points to Remember Students who need acceleration cannot learn it on their own. They need dedicated time with the teacher. Try meeting with this small group first a few times each week. In doing so, the teacher sends the message that their needs are important, and also that students needing extra support are capable enough to work on their own. A plug-in academic support person should not be used solely for administrative tasks. That person should be used to help the teacher incorporate more problem-solving and inquiry based instruction into the classroom. One way to empower those professionals is to train them in how to use resources such as The SuperSource and 20 Thinking Questions so that they can help the teacher supervise enrichment opportunities for all students. It’s also important to remember that these professionals are not the teachers, and should not be the sole opportunity for students to receive accelerated instruction.