Implementing Guided Math, September 2014

Report
Math Core 1 Foundation
Which of these square numbers also happens
to be the sum of two smaller square numbers?
A. 16
B. 25
C. 36
D. 49
Rob Stephenson
STEM Consultant
Ingham Intermediate School District
[email protected]
517-244-1242
• Stand up if you….
• Have traveled outside of North America.
• Are excited by the new school year.
• Have met a celebrity…..
 Remain standing if you admire that celebrity.
• Plan to attend the MSU homecoming parade.
• Incorporate Guided Math/Math Workshop in your
current practice.
• Want to provide better differentiated math
experiences for your students.
Agenda:
9:00 Welcome, Learning targets & defining
better math
9:30 Foundational principles of guided math
9:45 Guided math stations
10:00 Exploring Math Core Lesson Resources
10:30 Break
10:40 Exploring Assessment Resources
11:25 Independent Stations & Fact Fluency
12:10 Lunch
1:10 Exploring Online Interactive Activities
1:45 Exploring Game/Center Resources
2:20 Break
2:30 Guided math in action
2:55 Sample schedules
3:15 Final Action Planning
3:30 Adjourn
What are your goals for today?
Learning Targets:
1) I can describe the components and benefits of guided
math models
2) I can access resources for core instruction, assessments,
online interactive games, and center activities that
support my grade level
3) I can describe guided math schedule options and how to
organize the classroom to support math workshop
4) I can explain the importance of math reasoning with
balanced procedural and conceptual math practice
Additional Goals:
1) Learn collaboratively
2) Develop an action plan for guided math implementation
3) Have some fun!
So what does better math look like?
BETTER
Math
Instruction
What it is not?
What does a teacher
experience?
What does a student
experience??
Definition in your own words?
Plicker Pole Time
Which of these square numbers also happens
to be the sum of two smaller square
numbers?
A. 16
B. 25
C. 36
D. 49
Why should we analyze our
mathematics programs?
78% of adults cannot explain how to compute the
interest paid on a loan.
71% cannot calculate miles per gallon on a trip
58% cannot calculate a 10% tip for a lunch bill
Phillips, G. 2007
(And this college student should have had $16,000!)
To more effectively teach
math, we must…
• reach students at all levels of achievement
• provide diverse methods of learning
• allow more opportunities for observation and
communication by students
• encourage active engagement by students
• empower students
9
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
Guided Math
Infrastructure
• Concrete (base-ten blocks, cubes,
counters, etc.),
• Pictorial (model of thinking –
pictures, drawing, diagrams, tables)
• Abstract (number sentences,
equations, expressions)
Why is it important to incorporate each?
Guided Math Common
Practices
• Classroom Environment of Numeracy
• Math Warm-up/Calendar Board
• Individual Conferences
• Ongoing Assessment
• Whole Group, Small Group, & Math Workshop
Instruction
• Students learn in small differentiated flexible
groups based on their readiness level
• Students practice with the teacher, with each
other, and by themselves
So what does it look like?
https://www.youtube.com/watch?v=XOjoG1Lxe1o
Reactions to the Video Clip
Questions?
Reflections?
Barriers?
Guided Math Stations:
Generally, there are four rotations:
1) Teacher table
2) Independent work
3) Center/Games
4) Online Interactive Practice
Guided Math Stations
Teacher Table
This is where the teacher will do direct
instruction on the concept from the core
program, model it, and allow for the
students to practice with guidance in
their small ability groups.
What are the benefits of
small groups for that core
instruction?
• Gives children the chance to develop their own
strategies for solving problems.
• Supports differentiated instruction.
• Fosters student articulation about a problem.
• Provides opportunity to assess each student’s needs.
Guided Math Core Lessons
What math program do you presently use?
A.
B.
C.
D.
enVisionMath
Everyday Math
A collection of CCSS Resources
Other
How can your current program
be delivered in a guided math
format?
My district’s math program is aligned with the CCSS.
A.True
B.False
Let’s Explore Core Math Resources
bit.ly/isdmath
Math Core Lessons
How could those resources
support your current instruction?
In what standards does your
current program fall short?
Let’s take a 10
minute break.
Next we’ll take a look at resources for
Establishing Flexible groups.
Establishing Flexible Groups
Students can be grouped based on their mastery levels
of goals/objectives, skills, concepts or strategies being
developed.
Flexible Grouping
Students move in and out of groups
based on need. In geometry Parker
could be in group 1 and in
measurement he could be in group 5.
What formative assessment
resources do you have to
establish your flexible groups?
HOW DO I SET UP THE
GROUPS?
•
BEN
• SCREENERS
• BENCHMARK TEST
• QUIZZES
• INTERVIEWS
• CHAPTER TESTS
• TEACHER OBSERVATIONS
bit.ly/isdmath
Assessing Resources
Analyzing Student Pre-Test
• Grade student pretest
• Sort into four groups or stacks with like
errors. These become the math groups.
Create your own Formative
Assessments with Inspect
Itembank
• 50,000 CCSS items are already banked
• Working on performance items that are Smarter Balance (like)
• Depth of Knowledge and Bloom’s Taxonomy are noted
• Add on cost is$1.50 per student—
What formative assessments will
you use to set up your flexible
groups?
Guided Math Stations
Independent Work
Students often complete
the lesson’s paper pencil
task in this rotation.
What might students do when they finish?
”I’m done….what should I do
now?”
• Fact Fluency (flash cards, fact
triangles, Xtramath.org,
digitwhiz.com)
• Vocabulary Station
• Math Literature
• Math Journals
What will students do when they finish
their independent work station?
Let’s Explore Fact Fluency Websites
bit.ly/isdmath
Fact Fluency Practice Websites
Math Workshop
• Students work independently, in pairs,
or in groups.
• Procedures and routines must be
established and practiced.
• Activities should provide opportunities
for exploration or practice of
mastered skills.
• The work need not be related to the
work being done in small groups.
• The duration of each center is up to
the teacher (typically 15-20 minutes
per rotation).
Let’s look at an implementation where the classes use enVisionMATH.
https://www.youtube.com/watch?v=IemfuBDS8b4
Teacher’s 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
Student’s 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
• Demonstrate responsibility.
Time for Lunch
Remember, one of the goals of
Guided Math is to Empower kids.
How can this model do that?
https://www.youtube.com/watch?v=G0iXEIpgzNk
Guided Math Stations
Online Interactive Practice
Carefully selected online
activities can connect to your
standard and still be fun.
My students have regular
access to Internet
connected devices.
A. True
B. False
Online Interactive Game Resources
bit.ly/isdmath
Online Interactive Games
I use a SMART Board
within my classroom.
A. True
A. False
Using a SMART Board as a
Station
A lesson is put up on the board for small groups of
students to be interactive with it.
When trying to access premade SMART board
activities, SMART Exchange is your best resource.
You can search by subject, grade level, keyword, etc.
What will you use for a
technology station during guided
math?
What could be integrated if a technology station is not an option?
Ideas for Workstations
• Technology (computer games, iPad tasks, calculators,
SMARTboard activities)
• Fact Fluency Station (flash cards, Xtramath.org,
digitwhiz.com)
• Games
• Problem Solving Station
• Place Value Station (Base ten manipulatives)
• Measurement Station
• Manipulatives: geoboards, tangrams,
• Vocabulary Station
• Review and Practice Station
• Math Literature
• Math Journals
Guided Math Stations
Centers/Games Station
Games can be collected and
housed for students to
choose from?
Must the game relate to the day’s standard?
Let’s Brainstorm Game
and Center Ideas
What games/centers might you use?
Additional Games & Centers Resources
bit.ly/isdmath
Games & Centers Ideas
Game Swap
Consider one of your favorite games or
centers that you like to include in your
math instruction (or identify one that you
found today) and describe it to the
people at your table.
Let’s take a 10
minute break.
Next we’ll take a look at Guided Math
in action, look at sample schedules,
and, discuss tips on organizational
strategies.
Work Stations Game Examples—
Lower Elementary
https://www.youtube.com/watch?v=0X0pe72Sz3k
Work Stations in Action—
Upper Elementary
https://www.youtube.com/watch?v=oMUx-bc3E8E
Thoughts about the examples?
Other questions?
Let’s look at some sample math
schedules to determine what
may suit you best.
Guided Math Structure
(the commonalities)
Work Stations
Guided Math
Small Group
Instruction
Math Instructional
Block
-Think Aloud
Whole Group
-Core Lesson
-Review/Assess
Guided Math
20-30 Minutes
•Small group reteach,
conferencing &/or
extension
•Collaborative problemsolving
•Center Activities
•Manipulative discovery
and connections
Think-Aloud
10-15
Minutes
30-60
Minutes
Model thinking process
for problem solving &
test-taking strategies
Core Lesson
Review/
Assessment
10-30 Minutes
Total Time
120 Minutes
•Whole group
standards-based lesson
•Review important
concepts
•Reflect or Assess
Think-Aloud
Core Lesson
10-15
Minutes
30-60
Minutes
Model thinking process
for problem solving &
test-taking strategies
•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 problemsolving
•Center Activities
•Manipulative discovery
and connections
Total Time
120 Minutes
Set up your 90 minute schedule
90 minutes
Whole
Group
Lesson
20 min
Teacher Station
Intervention
Station 1
Math Fluency
Station 3
Problem Solving
Station 2
Skills Practice
Whole Group
Lesson
Wrap Up
10 min
Teacher Station: Teacher will work with homogenous group
for 20 to 30 minutes each.
Struggling
Emerging
On Target
Content Material
can be used at
any station.
Guided Math
40
Minutes
•Small group reteach,
conferencing &/or
extension
•Collaborative problemsolving
•Center Activities
•Manipulative discovery
and connections
Think-Aloud
15
Minutes
20
Minutes
Model thinking process
for problem solving &
test-taking strategies
Core Lesson
Review/
Assessment
15
Minutes
Total Time
90 Minutes
•Whole group
standards-based lesson
•Review important
concepts
•Reflect or Assess
Math Energizers
5-7
Minutes
Review and Practice
Whole Group Mini
Lesson
7-10 Minutes
Whole group standardsbased lesson
Work
Time
30-45
Minutes
Share
5-10 Minutes
Total Time
70-75 Minutes
•Small guided math
group
•Individual math interview
or conferencing
•Workstations
•Discuss Major
Takeaways
•Writing Response
70- 95 minutes
10-15 min
Whole Class Lesson Introduction (would include Math Message and or review
and a brief introduction of the days lesson)
15-20 min
Group Rotations
Group 1
1st Station Meet with
Teacher
Group 2
Group 3
Group 4
Math
Games
Math
Card
Game
Individual
Work
2nd
Station
Individual
Work
Meet with
Teacher
Math
Games
Math
Card
Game
3rd
Station
Math
Card
Game
Individual
Work
Meet with
Teacher
Math
Games
4th
Station
Math
Games
Math
Card
Game
Individual
Work
Meet with
Teacher
Sample Guided Math Schedule
With 3 Day Workshop Format
Day
Activity
Component
Monday
Activating Strategy
Preassessment
Problem Solving
Think-Aloud
Prep for independent
work
Introduce New Games
Whole Class
Tuesday
Read-aloud
Independent
work/conferencing
Guided Math Group 1
Whole Class
Workshop
Conferencing
Small Group
Sample Guided Math Schedule
Day
Activity
Wednesday Problem challenge
minilesson
Independent
work/conferencing
Guided Math Group 2
Thursday
Independent
work/conferencing
Guided Math Group 3
Guided Math Group 1
Component
Whole Class
Workshop
Conferencing
Small Group
Workshop
Conferencing
Small Group
Sample Guided Math Schedule
Day
Activity
Component
Friday
Math Huddle
Whole Class
Create class chart to
post in classroom for
reference
60 Minute Model
Whole group minilessons=15 minutes
One work station=
15 minutes each
One work station=
15 minutes each
Math talk followup=15 minutes
In this scenario, there are only two work stations a
day requiring two days to see each student in small
group.
Who is doing what and when…
When?
What is the teacher
doing?
What are the students
doing?
Prior to Guided Math
• Updating stations
• They are not present
• Determining schedule
• Making materials
accessible
Mini Lesson at the
Beginning
• Review/introduce
work stations and
expectations
• Review/introduce
new math concept
• Listen to students
explain their thinking
Work Stations
• Observing/Assessing • Focusing on station
students
task
• Leading differentiated • Explaining math
small group
thinking to one
instruction
another
After Guided Math
• Facilitating discussion • Sharing what they
learned
• Attend to the adult
• Using math talks to
share ideas and
strategies
What is your preferred Math
Schedule model?
Think
Share
Please work with your colleagues to
continue to develop your action plan
for implementation.
Other Action Plan Considerations
• Decide on rules and
routines
• Set up groups
• Create a schedule
• Decide on the focus content strand
• Decide on the mathematical practices
that you will highlight
• Plan group and mini-lessons
• Design workstations
• Put an accountability system in place
Please be sure to fill out the
evaluation form and leave it on the
table.
Feel free to contact me:
Rob Stephenson
STEM Consultant
Ingham Intermediate School District
[email protected]
517-244-1242

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