1. An Alternative Assessment Strategy
“Do the MATH” STATIONS
An Alternative Assessment Strategy

2. History of Stations Late 90’s E.A. Laney High School Spring Semester
Class size 39 Algebra 2
Most need it to graduate
“Mr. Sugerik…..I have to pass, I already purchased my graduation tickets”
Nobody was DOING THE MATH!

3. Purpose: A Transition From Dependent to Independent

4. Purpose: A transition From Independent to Collaborative

5. Mathematical Practices and Content
Alignment
P21 Partnership for 21st Century Skills
Five 21st Century Themes
Common Core State Standards Initiative
Mathematical Practices and Content
NCTM: Reasoning and Sense Making
A Teacher’s Guide
NC Professional Teaching Standards
Standard III, IV, V

6. Math Stations: Definition
Collaborative Activity
Demonstration of Application
Guided Assessment
Groups of Three or Four
Tools, Technology, Skills, and
Knowledge
Notes and Resources

7. Math Stations: Planning
outcome of using stations?
What is the intended
Ex. Ratio
Concept
Targeted
Ex. Linear Functions
Connections
Ex. Test Review
Remediation

8. Math Stations: Modeling Sequence
Six Point Lesson
Warm Up
Homework
Direct Instruction
Guided Practice
Independent Practice
Construct Journals
Station Day
Get Journal and Resources
Find Station Book Bags on the Wall
Model Stations
Closure

9. Math Stations: Timing 3 to 5 minutes per station
1 minute transition time
Scenario: 5 minutes to get started
7 Five minute stations requires: 35 min. for work
7 min. for transition
Total minutes
(3 minute break)
If you cycle through again for assessment, 3 min. per station for 21 min.
78 minutes Total Class Time

10. Math Stations: Expectations
Laws of Three
Each STUDENT is responsible for demonstrating and documenting his or her work.
Each GROUP is responsible for reaching consensus.
Each STUDENT is responsible for communicating on behalf of the group.

11. Math Stations: Classroom Management
Notes and/or Books (Optional)
No Teacher Assistance
No collaborating between groups
Students that don’t participate waive their individual and group assessment.
Teachers Observes, Listens, and Documents Formatively

12. Math Stations: Assessment Options
Option 1: Collect Student Documentation and Assess with a Rubric
Option 2: Collect Student Documentation and Formatively Assess with
Constructive Feedback and Resubmit
Option 3: Students Self Assess with a Teacher Rubric
Option 4: Groups Trade Documentation and Peer Assess with a Teacher
Rubric

13. Math Stations: Types Demonstration Station Literacy On-line Skill
Problem-Solving
Deconstruction
Drawing

14. Station Configurations Considerations
Independent and/or Facilitated Stations
Number of Stations
Types of Stations
Classroom Geography
Vary the Rigor at Stations
Calibration Stations
Co-Teaching
Parent, Guest, Administrator, Student

15. Independent Stations
Teacher
IND

16. (1) Facilitated Station
Teacher
IND

17. (2) Facilitated Stations
IND
Facilitator

18. Exemplar Topic: Slope and Rate of Change
Types: Problem-Solving Stations
Purpose: Concept Connections
Configuration: Co-Teaching (2) Facilitated

19. Directions At each station, formatively assess your capacity.
Read and Discuss the Problem-Solving Exemplar Document Potential Student Misconceptions and/or Obstacles to Learning
Read and Discuss the other Station Type Exemplar(s) Could you facilitate this Station? Document Thoughts.

20. Questions