1. Day 2 Differentiation Training

2. Norms Take care of your own needs Turn cell phones to silent
Actively participate in process of learning
What happens here leaves here

3. Goals for today…
To identify the elements of differentiated instruction necessary to implement small group instruction
To begin campus discussion of the current status of the campus in each of the five elements and begin an action plan for implementing next steps
To leave with an understanding of organization/management of classroom
To leave with an understanding of 2 of the components of math block
guided math instruction
work stations
The other components of a balanced math class include:
A classroom environment of numeracy
Morning math warm-ups or calendar board activities
Whole-class instruction
Guidend math instruction
a. Small group instruction
b. Work stations
Individual conferences during whole group and guided math instruction
An ongoing system of assessment

4. Supportive Learning Environment
Flexible Grouping
Continuous Assessment
Differentiated
Instruction
Each participant will brainstorm complete statements (on sticky notes) that predict the relationship between each term and the broader topic of Differentiated Instruction.
Have each table discuss their statements, and have 1 person at each table share with the larger group.
Respectful Tasks
High-Quality Curriculum

5. Supportive Learning Environment
What is a connection that you made between the current practices in your classroom and this segment?
View each section of Differentiated Instruction in Action video
Have participants take notes on their note-taking sheet and complete current status and next steps for their campus.
Discuss the question for each element after viewing the corresponding section in the video.

6. Continuous Assessment
What is something that you will want to implement for the school year to support continuous assessment in your classroom?

7. High Quality Curriculum
How did the implementation of CSCOPE support a high quality curriculum in each classroom in Seguin?

8. Respectful Tasks
What messages do respectful tasks give to your students?

9. Flexible Grouping
What evidence of flexible grouping do you currently see on your campus? What improvements or changes would you make as you continue to support flexible grouping on your campus?

10. Reflection
Why is it critical to include each of the 5 elements of differentiation as you plan small group instruction to meet the needs of each student in your classroom?

11. Guided Math Day 2

12. Hair-Raising Activity
Go to the picture that best models your level of understanding of small group instruction.

13. Math Instructional Block Guided Math Work Stations
Small Group Instruction
Whole Group
-Review/Assess
-Core Lesson
-Think Aloud

14. What is Guided Math? One component of a balanced mathematics program
Students learn in small flexible groups based on instructional level
Students work in appropriate TEKS-based workstations
This is the definition provided by the Cobb County District K-5 Math Coaches.
Source:Cobb County District K-5 Math Coaches

15. Seguin ISD Website New Seguin Math Website
Resources for parents, teachers, and students
Guided Math Video and Resources
STAAR resources
Professional Development PPTs
Instructional Coaches Contact Info

16. Teacher Role During Guided Math
Analyze formative and summative student data to plan for instruction and flexible grouping
Develop a system for tracking student learning
Use a new approach and strategies to teach small group instruction
Set up standard-based work stations with a focus on problem solving
Conference with students individually
Acts as facilitator

17. Student Role During Guided Math
Work in small groups at different work stations and/or with teacher
Understand the guided math schedule
Are accountable for producing quality work

18. Work Stations

19. Whole Group vs. Guided Math
Sorting Activity
Teams to work on Venn diagram (20 packets)

20. Whole Group vs. Guided Math
Student-centered
One standard
Can be differentiated
One lesson/focus for entire group
Instruction based on SE/Scope and Sequence
Teacher acts as facilitator
Not all students have same understanding of different concepts
It’s possible that only some student misconceptions are clear
Higher order questioning
Use of manipulatives
Balanced instruction
Experiential learning
Differentiated
Small group focused instruction using a new approach/lesson
Based on need of individual students (data-driven instruction)
Groups are flexible, change frequently
Clears up all misconceptions

21. Organization Spaces & Places
Arrangement and Organization of Room
Blueprints of classroom
Documentation: clipboard
student paper handout

30. Sample Math Schedules

31. Guided Math Think-Aloud Core Lesson Review/ Assessment Total Time
20-30 Minutes
Small group reteach, conferencing &/or extension
Collaborative problem-solving
Center Activities
Manipulative discovery and connections
Think-Aloud
10-15
Minutes
Model thinking process for problem solving & test-taking strategies
Core Lesson
30-60
Whole group standards-based lesson
Review/ Assessment
10-30 Minutes
Review important concepts
Reflect or Assess
Total Time
120 Minutes

32. Think-Aloud Core Lesson Review/ Assessment Guided Math Total Time
10-15
Minutes
Model thinking process for problem solving & test-taking strategies
Core Lesson
30-60
Whole group standards-based lesson
Review/ Assessment
10-30 Minutes
Review important concepts
Reflect or Assess
Guided Math
20-30 Minutes
Small group reteach, conferencing &/or extension
Collaborative problem-solving
Center Activities
Manipulative discovery and connections
Total Time
120 Minutes

33. Work Stations

34. Transitions
Use a signal to let students know it is time to listen to an instruction, clean up etc. (clicker, song, chime, word or phrase)
Have a clear picture in your mind of what a transition should look like. Make sure that from the very beginning of the year that you communicate your expectations, provide explicit directions, model your expectations and actively follow-up with what went well during center and transition time.
Make sure students are clear about how many students can be at one learning center at a time.
If you have students who have difficulty meeting your expectations, partner them with another student or hold a goal planning session with that student.
Give students the responsibility of being a learning center leader . These are the students that other students can get assistance from, while you are teaching your small groups or working with individual students.
Six to eight centers with no more than six students per center
30 minutes per day at least 3 times per week.

35. Math Workstations
Set up around the room on desks, tables, floor, or bulletin boards (remember technology)
Can be put in tubs and placed on students’ desks
Based on concepts to maintain and/or concepts to expand
Should be based on TEKS that have been previously taught and include problem solving
Students are held accountable for their learning.

36. Organizing workstations
Students can be grouped into cooperative learning teams with no more than 4 students
Within each group they can work independently in pairs or as one unit
In the beginning, introduce 1 math workstation at a time and have all groups work on the same task with their groups
Set expectations for acceptable behaviors during guided math
For example, “Ask 3, Before Me”
Once the groups are established, and the routines of the task are understood, teachers can begin rotating students from 1 workstation to the next at intervals

37. Ideas for workstations
Technology (computer games, calculator, smartboard, overhead)
Fact Fluency Station
Problem Solving Station
Place Value Station (Base ten manipulatives)
Measurement Station (math chart)
Vocabulary Station
Review and Practice Station

38. How do I get started with workstations?
Decide on workstations:
Math Strands and TEKS
Concepts to maintain
Skills being taught
Problem solving
Fluency building activity
Be sure the workstations are authentic, standards-based activities and not “busy work” (not worksheets).
Create a planning system and a student log
Handout from guided math training p. 23

39. Math Stations Should… Look Like: Students are working with math ideas.
Students are taking turns nicely.
Students are talking with their partners about math.
Materials are put back in their places.
Students are on task.
Students are using materials like the teacher modeled.
Teacher is not interrupted while working with a group.
Sound Like:
Quiet voices so others can learn.
Using math vocabulary.
Talking with just your partner.
Making choices together.
“Let’s try this together.”
Feel Like:
I can do it!
I like to solve problems.
Calm
I like math!
Active engagement

40. What is everyone else doing?
Sample organization of Work Stations
Organization
Activities are organized in designated areas that are readily accessible to students
Students know expectations (where to go and what to do)

41. Math Workstation Resources
Mrs. Powell’s Math Tubs Explanation
Marcia’s Math Tub Fun
Mrs. Meacham’s Math Tubs
Laura Candler
MathWire
Online Facts Practice Games
development/workshops.asp
Resources You Already Have
1. Mathematics Standards in the Classroom
2. CSCOPE Activities
3. Computers & websites
4. Investigations
5. enVision center games
6. TEXTEAM Binders

45. Small Group Instruction

46. Data-Driven Instruction
Small group instruction is always based on data (Unit Assessments, CBAs/PIs, student conferences, anecdotal notes, teacher observations, etc.)
Data will point to student misconceptions, lack of understanding, or level of understanding

47. 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.

48. Small Group Instruction
Resources:
CSCOPE Exemplar Lessons
Engaging Math
Differentiated Instruction Lessons from Envision
Investigations
Dr. Nicki’s Guided Math Blog
Standards in the Math Classroom
Example templates to organize small group instruction

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

51. Setting Up Criteria and Expectations The First 20 Days

53. Reflection: Hair-Raising Activity Part II

54. Thank You!!

55. Resources Guided Math by Laney Sammons, Shell Education pps. 27