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