Professional Documents
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Guided Math Groups Lindsey Shannon Math Journals How and Why?
+ Change
in Practice Protocol
http://www.nsrfharmony.org/protocol/protocols.html
What were you teaching/doing? What change did you make? Why did you think you should make a change? How did you know you should be doing something differently? Was there a question that led to the change? How did you decide what to do? Was there data or evidence of some sort that made you think you should make a change How did you know whether the change was successful/was working? Who else played a role? Now, what are you wondering?
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http://www.nsrfharmony.org/protocol/protocols.html
Essential Question
How can I and why should I effectively incorporate homogenously and heterogeneously grouped Guided Math groups and Math Journals to improve student engagement and student achievement?
cooperative learning groups to enhance student engagement and student achievement math journals to enhance students problem solving skills
nIncorporating
number of students who score a level 2 and level 3 on the CRCT Plus Teaching Strategies engagement student achievement
n Increase n Meet
n Opportunities
Article
Text Rendering Protocol Sentence Phrase
Word
to guided reading
nHomogenous nProvides
grouping by ability or heterogeneous grouping by interest scaffolding to support the learning efforts of students exploration and understanding of math concepts in a risk-free learning environment students teacher knowledge of
nEncourages
nIncreases
+Small
nWork
may be differentiated in procedure, level of difficulty, or by work product nEnhanced communication which builds competent math thinkers nEncourage use of manipulatives to increase student comprehension nStudents stay focused nIncorrect understanding easily detected and corrected nCooperation among all levels of students is encouraged
This was created and is from the Gwinnett County Public Schools Math Department.
10%
10%
Guided instruc2on for 3-6 students Conferencing Ques2oning Alterna2ve strategies Manipula2ves Interven2ons (RTI) Problem solving Assessment
Everyone Else
Exemplars Independent practice Games Hands on Standards Super Source Workstations/ Centers Extensions Math-related writing activities
30% 50%
GCPS Vision for Mathematics: To develop students into confident and competent problem solvers who have a deep conceptual understanding of numbers, can compute, think critically, and communicate their thoughts and mathematical reasoning effectively to be successful and competitive in the global economy.
+ What
environment of numeracy
n Assessment n Math
n Individual
n Anchor
Math Centers
ars
da Calen
+ Once
n Coin
n Animal n Kid
choice you can let them get together as a group and pick their name
Any other ideas?
1. 2. 3. 4.
4 Stations Math Journals/Anchor Paper Station Math Tub Station Teacher Station Seatwork/Anchor Paper Station
folders
n Math
Journal table with a math journal bin 4 group folders available manipulatives
tub storage and spots around the room Wall for you and your group
Folder Organization
n left
n right n Any
work that is finished, goes on the red side. Any work that is not finished goes on the green side.
n Support
Math Journals
be used for documentation of research and experimentation during investigations and to record processes, strategies, and solutions labels to print prompts or problems the questions to meet the needs of each student
n Use
n Differentiate
Writing in math class supports learning because it requires students to organize, clarify, and reflect on their ideas-all useful processes for making sense of mathematics.
Marilyn Burns
Inside/Outside Circles
type of format will you use? organizational system will you will you respond to children?
use?
nWhen nHow
nWhen
folders
math journal prompts for the day are in their groups folder
What do you notice that is around our math journal stations to help support student learning?
Place value questions: 33 skittles. How many tens and how many ones? ____tens + ____ones = _____ What do you know about ________so far? What do like about ________? What did you think about math groups yesterday? What do you think about Frank during calendar? s math thinking
n n n n
Show any image. Students write about all of the math that they find in the picture.
Seatwork
Follow-up
Independent Provides
review skills
Differentiated
activities
Anchor Papers
n
Student or teacher selected pages Early finishers work or easily managed station
What are some other ways we can incorporate anchor papers?
Procedures
practiced
Activities
new targets
Teacher Station
Have a designated area where you will meet with your groups Make sure you can see the whole room Have manipulatives and materials close to your area
What do you notice in this teachers area?
+I
n It
is very important that the students understand your expectations during small group instruction. Ask the students to think about whatthey can be doing during math groups. their thoughts on chart paper. their ideas and write them on a poster to display inyour room. the I Can chart every day before math groups. truly makes the students responsible for their learning and for their behaviors.
Can Chart
n Record n Take
n Review n It
Power Words
Seatwork
Rotation 2 Rotation 3 Mrs. Shannon: Quarters Seatwork: Nickels Centers: Dimes
Fridays: assessments, Exemplars, literature, partner games, or computer lab for math activities.
Tuesday: Rotation 1: Mrs. Shannon: Pennies Math Journals: Dimes Math Tubs: Nickels Seatwork: Quarters
Wednesday looks like Monday and Thursday looks like Tuesday. Fridays: assessment Exemplars, literature, partner games, or computer lab for math activities.
Use Checklist!
vocabulary
n Timer/bell/xylophone
First 10 days in our 1st grade classrooms Review Detailed Lesson Plans
+ Quinns
Be a reflective teacher, and now think about Guided Math with a new partner discuss and answer the following 6 questions on chart paper. Be prepared to share!
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n 2. n 3. n 4. n 5. n 6.
http://www.nsrfharmony.org/protocol/protocols.html
What am I teaching and to whom? Why am I teaching it? How am I teaching it? Why am I teaching it that way?
What evidence will I collect to show my kids are getting it? How will my students know they are getting it?
Student Centered Mathematics by John Van de Walle and Lou Ann H Lovin Teaching Mathematics A K-8 Resource by Marilyn Burns Math by Laney Sammons Questions for Math Teaching (K-6) by Peter Sullivan & Pat Lilburn Math by Arthur Hyde Differentiated Classroom by Carol Ann Tomlinson Talks by Sherry Parrish
n Guided n Good
n Comprehending n The
n Number
n Now
n Number
Kuehns
n Fundamentals n National
by Brian Tickle and James Burnett - Origio Education Reform Faculty: http://www.nsrfharmony.org/protocol/ protocols.html Corner The Math Learning Center
n Number
Questions?
Please take the time to fill out the 3,2,1 Ticket out the Door!
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Thank you!
3 Things you will do to prepare for Guided Math in your classroom Things you discovered about Guided Math Question you still have
n 2 n 1