Day 2 Differentiation Training

Norms

• Take care of your own needs

• Turn cell phones to silent

• Actively participate in process of learning

• What happens here leaves here

Goals for today…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

Supportive Learning Environment

What is a connection that you made between

the current practices in your classroom and this

segment?

Continuous Assessment

What is something that you will want to implement for the 2011-2012 school year to support continuous assessment in yourclassroom?

High Quality Curriculum

How did the implementation of CSCOPE support

a high quality curriculum in each classroom in

Seguin?

Respectful Tasks

What messages do respectful tasks give to your

students?

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?

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?

Guided Guided MathMath

Day 2Day 2

Hair-Raising ActivityHair-Raising Activity

What is Guided What is Guided Math?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

Source:Cobb County District K-5 Math Coaches

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

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

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

Work Stations

Whole Group vs. Guided Math

Sorting Activity

Whole Group vs. Guided MathWhole Group vs. Guided MathWhole Group 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

•Student-centered•One standard•Differentiated•Small group focused instruction using a new approach/lesson•Based on need of individual students (data-driven instruction)•Groups are flexible, change frequently•Balanced instruction•Experiential learning•Clears up all misconceptions•Higher order questioning•Teacher acts as facilitator

OrganizationSpaces & Places

Arrangement and Organization of Room

Sample Math Schedules

Guided Math 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 Minutes

•Whole group standards-based

lesson

Review/ Assessment

10-30 Minutes •Review important concepts

•Reflect or Assess

Total Time 120 Minutes

Think-Aloud 10-15 Minutes

Model thinking process for problem solving & test-taking

strategies

Core Lesson 30-60 Minutes

•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

Work Stations

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.

Math WorkstationsMath 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.

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

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

How do I get started How do I get started with workstations?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

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

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)

http://www.mandygregory.com/guided_math_groups.htm

Math Workstation Math Workstation ResourcesResources

•Mrs. Powell’s Math Tubs Explanation

•Marcia’s Math Tub Fun

•Mrs. Meacham’s Math Tubs

•Laura Candler

•MathWire

•Online Facts Practice Games

•http://mathlearningcenter.org/

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

Small Group Instruction

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

Small Group Small Group InstructionInstruction

• 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.

Small Group InstructionResources:

• CSCOPE Exemplar Lessons

• Engaging Math

• Differentiated Instruction Lessons from Envision

• Investigations

• Dr. Nicki’s Guided Math Blog

• Standards in the Math Classroomhttp://guidedmath.wordpress.com

What Now?What Now?

• Decide on rules and routines

• Set up groups• Create a schedule• Develop accountability form• Plan guided math lessons• Design workstations

Setting Up Criteria and Expectations

The First 20 Days

Reflection: Hair-Raising Activity Part II

Thank You!!

ResourcesGuided Math by Laney Sammons, Shell Education pps. 27